Application of a Three-Tiered Response to Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services

Citation Detail

Title:

Application of a Three-Tiered Response to Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services.

Authors:

Ardoin, Scott P., University of South Carolina, SC, US
Witt, Joseph C., Louisiana State University, LA, US
Connell, James E., May Institute, Randolph, MA, US
Koenig, Jennifer L., Lousiana State University, LA, US

Source:

Journal of Psychoeducational Assessment, Vol 23(4), Dec, 2005. Special issue: Response to Intervention. pp. 362-380.

Publisher:

US: Clinical Psychology Publishing Co..

Other Publishers:

US: Grune & Stratton, Inc.
US: Psychoeducational Corp
US: Sage Publications

ISSN:

0734-2829 (Print)

Language:

English

Keywords:

response to intervention; mathematics screening; special education; instructional planning; decision making; children in need of services; academic performance; three phase model

Abstract:

An alternative to the IQ-achievement discrepancy model for identifying students with learning disabilities is the response to intervention (RTI) model. There is a growing literature base in support of the RTI model, and within the reauthorization of IDEA there is an allowance for an RTI approach whereby RTI "may" be used by school psychologists when evaluating students for special education. The research base on RTI is expanding but there has been little empirical work directed toward understanding RTI as it is implemented by school-based practitioners. The current study examined a simple three-phase RTI model. Universal screening in mathematics was used in Phase I in conjunction with a brief skill/performance deficit assessment to identify students in need of instructional intervention. In Phase II, a classwide intervention was implemented to evaluate the extent to which poor academic performance was a function of lack of instruction. Phase III provided intensive intervention to five students who did not respond adequately to the classwide intervention. Only one student did not respond adequately to individual intervention. (PsycINFO Database Record (c) 2009 APA, all rights reserved) (from the journal abstract)

Subjects:

*Educational Diagnosis; *Educational Measurement; *Learning Disabilities; *School Based Intervention; *Special Education; Academic Achievement; Decision Making; Educational Program Planning; Models

Classification:

Educational Measurement (2227)
Special & Remedial Education (3570)

Population:

Human (10)

Age Group:

Childhood (birth-12 yrs) (100)
School Age (6-12 yrs) (180)

Methodology:

Empirical Study; Quantitative Study

Format Availablability:

Electronic; Print

Format Covered:

Print

Publication Type:

Journal; Peer Reviewed Journal

Document Type:

Journal Article

Release Date:

20060320

Correction Date:

20081020

Digital Object Identifier:

10.1177/073428290502300405

Accession Number:

2006-03241-005

Number of Citations in Source:

31

Persistent link to this record (Permalink):

Database:

PsycINFO

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