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Response to Intervention: Preventing and Remediating Academic Difficulties
Author(s) -
Fletcher Jack M,
Vaughn Sharon
Publication year - 2009
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/j.1750-8606.2008.00072.x
Subject(s) - response to intervention , identification (biology) , psychology , special education , learning disability , intervention (counseling) , psychological intervention , goal attainment scaling , academic achievement , service delivery framework , cognition , medical education , mathematics education , developmental psychology , service (business) , medicine , botany , economy , neuroscience , psychiatry , economics , biology
ABSTRACT—This article addresses the advantages and challenges of service delivery models based on student response to intervention (RTI) for preventing and remediating academic difficulties and as data sources for identification for special education services. The primary goal of RTI models is improved academic and behavioral outcomes for all students. The evidence is reviewed for the processes underlying RTI, including screening and progress monitoring assessments, evidence‐based interventions, and schoolwide coordination of multitiered instruction. We also discuss the secondary goal of RTI, which is to provide data for identification of learning disabilities (LDs). Incorporating instructional response into identification represents a controversial shift away from discrepancies in cognitive skills that have traditionally been a primary basis for LD identification. RTI processes potentially integrate general and special education and suggest new directions for research and public policy related to LDs, but the scaling issues in schools are significant and more research is needed on the use of RTI data for identification.