Abstract
Response to intervention (RTI) has been referred to as the practice of using evidence-based instruction/ intervention to address student needs while monitoring student progress over time in learning and/or behavioral domains (National Association of State Directors of Special Education (NASDSE), 2005). Although there are emerging variations in the definition of RTI, essentially the approach involves using outcome data to make decisions about the effectiveness of an intervention structured within a multi-tiered system that could include, among other options, eligibility determination for special education (Kratochwill, 2006).
Keywords
- Progress Monitoring
- Special Education Service
- Student Eligible
- Positive Behavior Support
- National Reading Panel
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Preview
Unable to display preview. Download preview PDF.
References
Albers, C. A., Kratochwill, T. R., & Glover. T. A. (in press). Introduction to the special issue: How can universal screening enhance educational and mental health outcomes? Journal of School Psychology.
Albers, C. A., Kratochwill, T. R., & Glover. T. A. (in press). Where are we, and where do we go now? Universal screening for enhanced educational and mental health outcomes. Journal of school Psychology.
Algozzine, B. & Kay, P. (Eds.) (2002). Preventing Problem Behaviors: A Handbook of Successful Prevention Strategies. Thousand Oaks, CA: Corwin Press.
Barlow, D. H., Hayes, S. C., & Nelson, R. O. (1984). The Scientist Practitioner: Research and Accountability in Clinical and Educational Settings. New York, NY: Pergamon Press.
Bergan, J. R. (1977). Behavioral Consultation. Columbus, OH: Charles E. Merrill.
Bergan, J. R. & Kratochwill, T. R. (1990). Behavioral Consultation and Therapy. New York: Plenum Press.
Blanton, H. & Jaccard, J. (2006). Arbitrary metrics redux. American Psychologist, 61, 62–71.
Bradley, R., Danielson, L. C., & Hallahan, D. P. (2002). Identification of learning Disabilities: Research to Practice. Washington, DC: Lawrence Erlbaum Associates.
Brown-Chidsey, R. (2005). Response-to-intervention (RTI) training in school psychology programs: introduction to the RTI mini-series. Trainer's Forum, 25, 1–26.
Brown-Chidsey, R. & Steege, M. W. (2006). Response to Intervention: Principles and Strategies for Effective Instruction. New York: Guilford Press.
Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381–394.
Caplan, G. (1964). The Principles of Preventive Psychiatry. New York, NY: Basic Books.
Carlson, C. & Christenson, S. L. (2005). Evidence-based parent and family interventions in school psychology: overview and procedures. School Psychology Quarterly, 20, 345–351.
CASEL (n.d.). Retrieved July 5, 2006 from www.casel. org
Center for Disease Control (n.d.). Retrived July 5, 2006 from http://www.cdc.gov/hiv/pubs/hivcompendium/ hivcompendium.htm.
Center for Substance Abuse Prevention (CSAP), Dept. of Health & Human Services, National Registry of Effective Programs. Substance Abuse and Mental Health Services Administration (n.d.). Retrieved July 5, 2006 from www.modelprograms.samhsa.gov.
Christenson. S. L. & Sheridan, S. M. (2001). Schools and Families: Creating Essential Connections for Learning. New York: The Gilford Press
Cone, J. D. (2001). Evaluating Outcomes. Washington, DC: American Psychological Association.
Crone, D. A. & Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools. New York, NY: The Guilford Press.
Deno, S. (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children, 52, 219–232.
Deno, S. & Mirkin, P. (1977). Data-based Program Modification. Minneapolis, MN: Leadership Training Institute for Special Education.
Department of Education, Safe and Drug-free Schools. Retrieved July 5, 2006 from www.ed.gov (Visit US. Department of Education and search for OSDFS)
DiPerna, J. C. & Elliott, S. N. (2000). ACES Academic Competence Evaluation Scales Manual K-12. The Psychological Corporation.
Donovan, M. S. & Cross, C. T. (2002). Minority Students in Special and Gifted Education. Washington, DC: National Academy Press.
Durlak, J. A. (1997). Successful Prevention Programs for Children and Adolescents. New York, NY: Plenum Press.
Elliott, D. S. (Editor) (1997). Blueprints for Violence Prevention (Vols. 1-11). Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado. Retrieved July 5, 2006 from www.colorado.edu/cspv/blueprints.
Evidence-Based Program Database (n.d.). Retrieved July 5, 2006 from http://www.altedmh.org/ebpd/index.htm.
Florida Center for Reading Research (n.d.). Retrieved July 5, 2006 from http://www.ferr.org.
Fuchs, D. & Fuchs, L. S. (2006). Introduction to response to intervention: what, why, and how valid is it? Reading Research Quarterly, 41, 93–99.
Fuchs, D., & Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness-to-instruction: specifying measures and criteria. Learning Disability Quarterly, 27, 216–227.
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157–171.
Glover, T. A. & Albers, C. A. (in press). Considerations for evaluating universal screening assessments. Journal of School Psychology.
Gonzalez-DeHass, A. R., Willems, P. P., & Doan Halbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99–123.
Greenberg, Mark T., Domitrovich, Celene, & Bumbarger, Brian (1999). Preventing Mental Disorders in School-aged Children: A review of the Effectiveness of Prevention Programs. State College, PA: Prevention Research Center for the Promotion of Human Development, College of Health and Human Development, Pennsylvania State University. Retrieved July 5, 2006 from www.prevention.psu.edu/CMHS.html.
Gresham, F. M. (2002). Responsiveness to intervention: an alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of Learning Disabilities (pp. 467–519). Mahway, NJ: Erlbaum.
Gresham, F. M. (2006). Response to intervention. In G. G. Bear & K. M. Minke (Eds.), Children's Needs III: Development, Prevention, and Intervention (pp. 525–540). Bethesda, MD: National Association of School Psychologists.
Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.) (1982). Placing Children in Special Education: A Strategy for Equity. Washington, DC: National Academy Press.
Ikeda, M. J., Tilly, W. D., Stumme, J., Volmer, L., & Allison, R. (1996). Agency-wide implementation of problem solving consultation: foundations, current implementation, and future directions. School Psychology Quarterly, 11, 228–243.
IDEA (1991, 1997, 1999). Individuals with Disabilities Education Act. 20 U.S.C. § 1400 et. seq., C.F.R. 300 (regulations), Regulations Implementing IDEA (1997), (Fed. Reg., 1999, March 12, 1999, vol. 64, no. 48).
IDEIA (2004). Individuals with Disabilities Education Improvement Act. Pub. L 108–446.
Institute of Medicine (1994). Reducing Risks for Mental Health Disorders; Frontier for Preventive Intervention Research. Washington, DC: National Academy Press.
Kavale, K. A. & Forness, S. R. (1999). Effectiveness of special education. In C.R. Reynolds & T. B Gutkin (Eds.), The Handbook of School Psychology (pp. 984–1024). New York: Wiley.
Kazdin, A. E. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modifications, 1, 427–452.
Kazdin, A. E. (2004). Evidence-based treatments: challenges and priorities for practice and research. Child and Adolescent Psychiatric Clinics of North America, 13, 923–940.
Kazdin, A. E. (2006). Arbitrary metrics: implications for identifying evidence-based treatments. American Psychologist, 61, 42–49.
Kovaleski, J. F., Tucker, J. A., & Duffy, D. J. (1995). School reform through instructional support: the Pennsylvania Initiative (Part I). Communiqué, 23(8).
Kratochwill, T. R. (1985). Selection of target behaviors in behavioral consultation. Behavioral Assessment, 7, 49–61.
Kratochwill, T. R. (2006). Response to intervention: methodological and conceptual issues in research and practice. Invited address presented at the Annual Meeting of the American Psychological Association, New Orleans, LA, August.
Kratochwill, T. R., Albers, C. A., & Shernoff, E. S. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885–903.
Kratochwill, T. R. & Bergan, J. R. (1990). Behavioral Consultation: An Individual Guide. New York: Plenum Press.
Kratochwill, T. R. & Bijou, S. W. (1987). The impact of behaviorism on educational psychology. In J. A. Glover & R. R. Ronning (Eds.), A History of Educational Psychology (pp. 131–157). New York, NY: Pergamon.
Kratochwill, T. R., Elliott, S. N., & Stoiber, K. C. (2004). Problem solving consultation. In A. Thomas and J. Grimes (Eds.), Best Practices. Washington, DC: National Association of School Psychologists.
Kratochwill, T. R. & Hoagwood, K. E. (in press). Evidence-based interventions and system change: concepts, methods and challenges in implementing evidence-based practices in children's mental health.
Kratochwill, T. R., Hoagwood, K. E., White, J., Levitt, J. M., Romanelli, L. H., & Saka, N. (in press). Evidence-based interventions and practices in school psychology: Challenges and opportunities for the profession. In T. Gutkin & C. Reynolds (Eds.), Handbook of School Psychology (4 ed.). Hoboken, NJ: Wiley.
Kratochwill, T. R. & Shernoff, E. S. (2004). Evidence-based practice: promoting evidence-based interventions in school psychology. School Psychology Review, 33, 34–48.
Kratochwill, T. R. & Stoiber, K. C. (2002). Evidence-based intervention in school psychology: conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341–389.
MacMillan, D. L., Gresham, F. M., & Bocian, K. M. (1998). Discrepancy between definitions of learning disabilities and school practices: an empirical investigation. Journal of Learning Disabilities, 31, 314–326.
Mendel, Richard A. (2001). Less Hype, more Help: Reducing Juvenile Crime, What Works and What Doesn't. Washington D.C.: American Youth Policy Forum. Retrived July 5, 2006 from http://www.aypf.org/ publications/mendel/MendelRep.pdfhttp://www.aypf.org/ publications/mendel/MendelRep.pdf.
Mihalic, S. & Aultman-Bettridge, T. (2004). A guide to effective school-based prevention programs. In W. L. Tulk (Ed.), Policing and School Crime. Englewood Cliffs, NJ: Prentice Hall Publishers.
Minneapolis Public Schools (2001). Problem-Solving Model: Introduction for all Staff. Minneapolis, MN: Minneapolis Public Schools.
National Association of State Directors of Special Education (NASDSE) (2005). Response to intervention: policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.
National Clearing House for Alcohol and Drug Information, (n.d.). Preventing Drug Use among Children and Adolescents: A Research-based Guide, #734 Retrieved July 5, 2006 from http://ncadistore.samhsa.gov/catalog/ProductDetails.aspx?ProductID=16617. Also available at 1-800-729-6686.
National Reading Panel (n.d.). Retrieved July 5, 2006 from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
NCCRESt (2005). Cultural considerations and challenges in response-to-intervention models. Denver, CO: National Center for Culturally Responsive Educational Systems.
Newell, M. & Kratochwill, T. R. (in press). The integration of response to intervention and critical race theory-disability studies: a robust approach to reducing racial discrimination. In S. R. Jimmerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. New York: Springer.
NRP (2000). Teaching Children to Read: An Evidence Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Bethesda, MD: National Reading Panel.
Oregon Reading First Center (n.d.). Retrieved July 5, 2006 from http://reading.uoregon.edu/curricula/index.php.
Posey, Robin, Wong, Sherry, Catalano, Richard, Hawkins, David, Dusenbury, Linda, Chappel, Patricia (2000). Communities That Care Prevention Strategies: A Research Guide to what Works. Seattle, WA: Development Research and Programs, Inc., Seattle, WA. Retrieved July 5, 2006 from www.preventionscience. com/ctc/CTC.html.
Reschly, D. J. (2003). School psychology. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of Psychology (Vol. 7, pp. 431–453). Hoboken, NJ: Wiley.
Office of Juvenile Justice and Delinquency Prevention (n.d.). Title V Training and Technical Assistance Programs for State and Local Governments: Effective & Promising Programs Guide. Washington D.C.: Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Dept. of Justice. Retrieved July 5, 2006 www.dsgonline.com.
Osher, D., Dwyer, K., & Jackson, S. (2004). Safe, Supportive and Successful Schools: Step by Step. Longmont, CO: Sopris West.
Promising Practices Network (n.d.). Retrieved July 5, 2006 http://www.promisingpractices.net/.
Reschly, D. J. & Ysseldyke, J. E. (2002). Paradigm shift: the past is not the future. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology (4th ed., pp. 3–21). Bethesda, MD: National Association of School Psychologists.
Shapiro, E. S. (2004). Academic Skills Problems: Direct Assessment and Intervention. New York, NY: The Guilford Press.
Shapiro, E. S. & Kratochwill, T. R. (2000). Behavior Assessment in Schools. New York, NY: Guilford Press.
Sheridan, S. M., & Kratochwill, T. R. (in press). Conjoint Behavioral Consultation: Promoting Family-school Connections and Interventions. New York, NY: Springer.
Sherman et al. (1997). What Works, What doesn't, What's Promising College Park: University of Maryland, Department of Criminology and Criminal Justice. NCJ 165366. Retrieved July 5, 2006 from www.ncjrs.org/works/wholedoc.htm.
Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint Behavioral Consultation: An Individual Guide. New York: Plenum Press.
Simeonsson, R. J. (1994). Risk, Resilience & Prevention: Promoting the Well-Being of all Children. Baltimore: P.H. Brookes.
Small, S. & Memmo, M. (2004). Contemporary models of youth development and problem prevention: toward an integration of terms, concepts, and models. Family Relations, 53, 3–11.
Social Programs that work (n.d.). Retrieved July 5, 2006 from http://www.evidencebasedprograms.org/.
Strengthening America's Families (n.d.). Retrieved July 5, 2006 from www.strengtheningfamilies.org.
Telzrow, C. F., McNamara, K., & Hollinger, C. L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29, 443–461.
Texas Reading First Center (n.d.). Retrieved July 5, 2006 from http://www.tea.state.tx.us/readingfirst/ AppConfOtt.pdf
The Hamilton Fish Institute (n.d.). Retrieved July 5, 2006 from http://www.hamfish.org/programs/.
The International Campbell Collaboration (n.d.). Retrieved July 5, 2006 from http://www. campbellcollaboration.org/frontend.asp.
Tilly III, D. W. (in press). The evolution of school psychology to science-based practice. In A. Thomas & J. Grimes, (Eds.), Best Practices in School Psychology V. Bethesda, MD: National Association of School Psychologists.
U.S. Department of Health and Human Services (2001). Youth Violence. A report of the Surgeon General Rockville, MD: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center of Injury Prevention and Control; Substance and Abuse and Mental Health Services Administration, Center for Mental Health Services; and National Institutes of Health, National Institute of Mental Health. Retrieved July 5, 2006 from www.surgeongeneral.gov/library/youthviolence.
Vaughn, S. & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137–146.
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391–409.
Walker, H. M. & Shinn, M. R. (1999). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches (pp. 1–25). Bethesda, MD: National Association of School Psychologists.
Wedl, R. J. (2005). Response to Intervention: An Alternative to Traditional Eligibility Criteria for Students with Disabilities. Saint Paul, MN: Education Evolving.
What Works Clearinghouse (n.d.). Retrieved July 5, 2006 from http://www.whatworkshelpdesk.edgov/ identify.asp.
Wolf, M. M. (1977). Social validity: the case of subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.
Ysseldyke, J., Algozzine, B., & Epps, S. (1983). A logical and empirical-analysis of current practice in classifying students as handicapped. Exceptional Children, 50, 160–166.
Ysseldyke, J. & Christenson, S. L. (1988). Linking assessment to instruction. In J. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative Educational Delivery Systems: Enhancing Instructional Options for all Students (pp. 91–107). Washington, DC: National Association for School Psychologists.
Ysseldyke, J. & Marston, D. (1999). Origins of categorical special education services in schools and a rationale for changing them. In D. J. Reschly, D. W. Tilly III, & J. P. Grimes (Eds.), Special Education in Transition (pp. 1–18). Longmong, CO: Sopris.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer
About this chapter
Cite this chapter
Kratochwill, T.R., Clements, M.A., Kalymon, K.M. (2007). Response to Intervention: Conceptual and Methodological Issues in Implementation. In: Jimerson, S.R., Burns, M.K., VanDerHeyden, A.M. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-49053-3_3
Download citation
DOI: https://doi.org/10.1007/978-0-387-49053-3_3
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-49052-6
Online ISBN: 978-0-387-49053-3
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)