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ERIC Number: EJ1225047
Record Type: Journal
Publication Date: 2019-Aug
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1751-2271
A Dialectical Rationale for Persistent Inadequate Response
LeRoy, Adam Scott
Mind, Brain, and Education, v13 n3 p133-142 Aug 2019
Response to Intervention (RTI) is an approach that can address children's problems in school. However, research has not consistently supported positive effects of RTI. I use the dialectical method to suggest RTI researchers have not adequately focused on children's personal experiences. The effects of persistent, negative experience are observable in external behaviors associated with executive function variation. By means of cultural--historical theory, I outline improvements to experimental designs that incorporate collaboration with children and focus on observations during intervention and assessment.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A