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Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability
Author(s) -
Burns Matthew K.,
Egan Andrea M.,
Kunkel Amy K.,
McComas Jennifer,
Peterson Meredith M.,
Rahn Naomi L.,
Wilson Jennifer
Publication year - 2013
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/ldrp.12009
Subject(s) - generalization , sustainability , intervention (counseling) , psychology , mathematics education , special education , response to intervention , process management , cognitive psychology , computer science , engineering , mathematics , mathematical analysis , ecology , psychiatry , biology
Response to Intervention (RtI) is being implemented as a new initiative in PK‐12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.