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Modifying instruction within tiers in multitiered intervention programs
Author(s) -
Kupzyk Sara,
Daly Edward J.,
Ihlo Tanya,
Young Nicholas D.
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21595
Subject(s) - fidelity , intervention (counseling) , psychology , response to intervention , mathematics education , work (physics) , medical education , special education , computer science , mechanical engineering , telecommunications , medicine , psychiatry , engineering
Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments within tiers to attempt to forestall the need for moving students to a more intense level of instruction when the student is not making adequate progress. This article provides a simple model for evaluating the current instruction to look for areas in which it can be adjusted before more restrictive measures are taken. The model draws from the literature on functional assessment of academic performance. Teachers and consultants are advised to check (a) the skills targeted for instruction, (b) guided practice, (c) independent practice, (d) implementation fidelity, and (e) the motivating conditions that are present during instruction. The role of each area in student learning and progress is discussed, and recommendations are made for adjustments. © 2012 Wiley Periodicals, Inc.