Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support

  • Matthew K. BurnsEmail author
  • Shane R. Jimerson
  • Amanda M. VanDerHeyden
  • Stanley L. Deno


With many elementary schools across the nation implementing assorted response-to-intervention (RTI) models, this chapter emphasizes the value of a unified RTI model. This unified RTI model is based on the IDEAL model of problem solving in which school personnel (a) identify the problem, (b) define the problem, (c) explore alternative solutions to the problem, (d) apply a solution, and (e) look at the effects of the application. RTI is the process of providing quality instruction, implementing interventions matched to student need, and using student response data to make instructional and important educational decision. During the past few years, many states are adopting the term multi-tiered system of support (MTSS), as this framework focuses on providing instruction and intervention, rather than using data to identity disabilities. This chapter examines current practice and research using the steps in the IDEAL model and uses this as the basis for recommending MTSS practices that would construct a unified model.


Core Instruction Provide Quality Instruction Display Problem Behavior Identity Disability Renaissance Learn 
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.


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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Matthew K. Burns
    • 1
    Email author
  • Shane R. Jimerson
    • 2
  • Amanda M. VanDerHeyden
    • 3
  • Stanley L. Deno
    • 4
  1. 1.Department of Educational PsychologyUniversity of MissouriMissouriUSA
  2. 2.Department of Counseling, Clinical, and School PsychologyUniversity of CaliforniaSanta BarbaraUSA
  3. 3.Education Research & Consulting, Inc.FairhopeUSA
  4. 4.Department of Educational PsychologyUniversity of MinnesotaMinnesotaUSA

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