Response to Intervention

This series of blog articles on RTI was posted in 2010.

The RTI Leadership Team: A District Vehicle for Oversight and Planning

Schools should expect that RTI will take several years to fully implement (Burns & Riley-Tillman, 2009), that this initiative will include a sizable number of components, and that it will imp

References

  • Burns, M., & Riley-Tillman, T. C. (2009). Response to intervention and eligibility decisions: We need to wait to succeed. NASP Communique, 38(1), pp. 1, 10, 11.
  • McDougal, J. L., Graney, S. B., Wright, J. A., & Ardoin, S. P. (2009). RTI in practice: A practical guide to implementing effective evidence-based interventions in your school. New York: John Wiley & Sons.

Engaging the Student as an Active Partner in the RTI Team Intervention Planning Process

Schools should strongly consider having middle and high school students attend and take part in their own RTI Problem-Solving Team meetings for two reasons.

References

  • Bridgeland, J. M., DiIulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Seattle, WA: Gates Foundation. Retrieved from http://www.gatesfoundation.org/united-states/Documents/TheSilentEpidemic3-06Final.pdf

Intervention Integrity Part 2: Using Multiple Measures to Track the Quality With Which Interventions Are Carried Out

 As schools implement academic and behavioral interventions, they strive to implement those interventions with consistency and quality in classrooms that are fluid and fast-evolving instruct

References

  • Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp. 244-251). New York: Springer Publishing.
  • Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15.
  • Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.
  • Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
  • Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit timing intervention: The influence of mathematics problem difficulty. Journal of Instructional Psychology, 29(4), 305-311.
  • Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.195-208).
  • Wright, J. (2007). The RTI toolkit: A practical guide for schools. Port Chester, NY: National Professional Resources, Inc.

Intervention Integrity Part 1: Building Integrity into the Academic Intervention in the Design Phase

 Much of the effort to implement RTI involves the creation of a multi-tiered continuum of high-quality, scientifically valid academic interventions for at-risk students.

References

  • Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.
  • Gresham, F. M. (1989). Assessment of treatment integrity in school consultation & prereferral intervention. School Psychology Review, 18, 27-50.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26(2), 257-263.
  • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.
  • Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15.
  • Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

Killing Off 'Zombie' Interventions: The Need to Root Out Ineffective Instructional Strategies

 As districts move to full adoption of RTI, they must ensure that interventions used to address student academic and behavioral issues are evidence-based.

References

  • Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice: Teachers' continued use of round robin reading. Reading & Writing Quarterly, 25, 87-103.
  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22(2),129–136.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Carnegie Corporation of New York. Retrieved from http://www.all4ed.org/files/WritingNext.pdf
  • Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.
  • Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English.
  • Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40, 608-614.

Defining Student Behavior Problems: Best Practice

The RTI model can address student problem behaviors as well as academic concerns.

References

  • Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 177-193). Bethesda, MD: National Association of School Psychologists.
  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
  • Upah, K. R. F. (2008). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 209-223). Bethesda, MD: National Association of School Psychologist
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

RTI Teams: FAQs

Students at any grade level can sometimes experience significant problems that threaten to derail their progress and even lead to their eventual dropping out of school.

References

  • Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.
  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.

Documenting Tier 1/Classroom Interventions

When general-education students begin to struggle with academic or behavioral issues, the classroom teacher will typically select and implement one or more evidence-based intervention strategies

References

  • Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.
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