Premium
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness‐to‐Intervention Research
Author(s) -
Hollenbeck Amy Feiker
Publication year - 2007
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2007.00238.x
Subject(s) - response to intervention , identification (biology) , construct (python library) , intervention (counseling) , general partnership , foundation (evidence) , learning disability , scale (ratio) , psychology , special education , best practice , service delivery framework , mathematics education , management science , service (business) , computer science , political science , developmental psychology , botany , physics , economy , quantum mechanics , psychiatry , law , economics , biology , programming language
The IDEA reauthorization of 2004 highlights the application of responsiveness to intervention (RTI) to both early intervention (EI) service delivery and learning disabilities (LD) identification practices, creating the potential for wide‐scale execution. Implementation of any educational reform necessitates more than simply changing practices: It is important to understand the foundation upon which the reform stands, as well as the questions yet unanswered by research. This review of literature, therefore, emphasizes what is known about RTI as well as what remains to be learned, beginning with foundational concepts—model iterations—and moving to applications—EI and LD identification. Ultimately, the complexities of the RTI construct, with its potential for systemic change, necessitate a partnership between researchers and practitioners to both implement and further investigate RTI on a wide scale.