From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention
This chapter provides an introduction and orientation regarding the contemporary context and contents of the second edition of the Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (2015). This second edition of the handbook includes many chapters describing the evolved and more rigorous research base for which a need was noted in 2007. In the first two sections, chapters emphasize the foundations of science and practice, emphasizing the basic and applied research that led to response to intervention (RTI). The subsequent sections then address assessment, problem analysis, and intervention for each of the three tiers. The final two sections include chapters that summarize practice as contemporary implementation science to include information from a relatively new branch of professional knowledge, and also provide examples of novel applications and effective practices with chapters regarding contemporary issues and effective contemporary practices. In the authors’ efforts to advance both science and practice and enhance the lives of children, each chapter includes a table that highlights the implications for practice.
KeywordsProgress Monitoring Professional Learn Community Specific Learning Disability Improve Student Learning Chief State School Officer
- Burns, M. K., Christ, T. J., & Ysseldyke, J. E. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. NASP Communiqué, 34 (3), 1.Google Scholar
- Colker, R. (2013). Disabled education: A critical analysis of the Individuals with Disabilities Education Act. New York: NYU Press.Google Scholar
- Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/publications/practiceguides/. Accessed 15 Nov 2004.
- Gresham, F. M. (2007). Evolution of the RTI concept: Empirical foundations and recent developments. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer.Google Scholar
- Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213–225.Google Scholar
- Individuals with Disabilities Education Improvement Act (2004). Public Law 108–446 108th Congress. Online at http://idea.ed.gov/download/statute.html. Accessed 15 Nov 2004.
- Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2016). Handbook of response to intervention: The science and practice of multi-tiered systems of support (2nd ed.). New York: Springer Science.Google Scholar
- Kane, M. (2013). The argument-based approach to validation. School Psychology Review, 42, 448–457.Google Scholar
- Kavale, K. A., & Forness, S. R. (1999). Efficacy of special education and related services. Washington, DC: American Association on Mental Retardation.Google Scholar
- Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. A. (2014). An introduction to universal screening in educational settings. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Evidence-based decision making for schools (pp. 3–17). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
- Kovaleski, J., VanDerHeyden, A. M., & Shapiro, E. S. (2013). The RTI approach to evaluating learning disabilities. New York: Guilford Publications.Google Scholar
- Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 25–52). New York: Springer Science.CrossRefGoogle Scholar
- Reschly, D. J. (1988). Special education reform: School psychology revolution. School Psychology Review, 17, 459–475.Google Scholar
- Reschly, A. L., & Reschly, D. J. (2014). School consultation and response to intervention: Convergence, divergence, and future directions for research and practice. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation (2nd ed., pp. 495–512). New York: Routledge.Google Scholar
- Spectrum K-12 School Solutions. (2010). Response to intervention adoption survey 2010. Eagan: Scantron.Google Scholar
- U.S. Department of Education, National Center for Education Statistics. (2013). Digest of education statistics, 2012 (NCES 2014–015). Washington, DC: author.Google Scholar
- Ysseldyke, J., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., & Telzrow, C. (2006). School psychology: A blueprint for training in practice III. Bethesda: National Association of School Psychologists.Google Scholar
- Zirkel, P. A., & Thomas, L. B. (2010). State laws and guidelines for implementing RTI. Teaching Exceptional Children, 43(1), 60–73.Google Scholar