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1 – 10 of 333
Book part
Publication date: 26 September 2022

Andrew L. Wiley, BeckyAnn Harker and Tricia McCollum

Multitiered systems of support (MTSS) is widely advocated as an approach to improving education for all students, including students with disabilities. A hope for MTSS is that it…

Abstract

Multitiered systems of support (MTSS) is widely advocated as an approach to improving education for all students, including students with disabilities. A hope for MTSS is that it can solve or mitigate many problems associated with providing special education to students with disabilities. While MTSS shows some promise for better addressing these problems, enthusiasm for MTSS and unsound thinking about what MTSS can do, cannot do, and has not done can veil lack of progress toward improving special education, as well as obscure what improving special education requires. We suggest that for both MTSS and special education to make more progress toward achieving their promises, several reality checks are urgently needed.

Article
Publication date: 29 June 2012

Elizabeth Murakami‐Ramalho and Kathleen A. Wilcox

The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning…

1493

Abstract

Purpose

The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning process intended to identify and prevent student academic failure through differentiated or intensified instruction.

Design/methodology/approach

Using an exploratory case study approach, this study observes the philosophical shift from removing students from the classroom for testing and remedial instruction, to incorporating a three‐tiered intervention approach beginning with the classroom teacher.

Findings

Findings show the strategies one principal used to implement RTI practices using a whole‐organization structured approach. Teachers and administrators jointly planned the strategies and created venues conducive for the intervention students needed to meet district, local, and national academic expectations.

Research limitations/implications

Research implications relate to the limited sample a single‐case study can provide. Nonetheless, the case brings useful steps at an administrative level in building successful structures for the focused improvement of teaching and learning processes.

Practical implications

Case studies provide a venue for practitioners and researchers to analyze possible approaches based on real examples. This study demonstrates possibilities in the adaptation of mandates to work on behalf of the improvement of children.

Originality/value

This study is significant since there is a growing interest in adopting RTI processes in several countries around the world and in providing possible models of implementation for practitioners and researchers.

Details

Journal of Educational Administration, vol. 50 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 12 May 2022

Robin S. Codding, Melissa Collier-Meek and Emily DeFouw

Evaluation of any given student's responsiveness to intervention depends not only on how effective the intervention is, but also whether the intervention was delivered as intended…

Abstract

Evaluation of any given student's responsiveness to intervention depends not only on how effective the intervention is, but also whether the intervention was delivered as intended as well as in the appropriate format and according to the most useful schedule. These latter elements are referred to as treatment integrity and treatment intensity, respectively. The purpose of this chapter is to define and describe how treatment integrity and intensity can be incorporated in the evaluation of outcomes associated with individualized intervention delivery.

Details

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

Keywords

Book part
Publication date: 4 January 2012

James M. Kauffman, Andrew Bruce and John Wills Lloyd

We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it…

Abstract

We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it differs from and incorporates features of other approaches to addressing those problems, including pre-referral interventions, applied behavior analysis, functional behavioral assessment, curriculum-based measurement, positive behavioral interventions and supports, and special education. After discussing alternative concepts about how RtI might be applied to students with EBD, we note that our search of the literature revealed very few studies examining the application of RtI with students having EBD. We found both substantive and methodological problems in the studies we reviewed. For example, researchers did not describe adequately how students were selected for tiers, what dependent measures were chosen and why, what independent variables were manipulated, what criteria led to moving a child to a different tier, and how RtI addressed (or failed to address) the need for special education services. We conclude that, although some of the components of RtI have solid evidentiary bases, little evidence supports common claims of the benefits of RtI, especially as applied to students with EBD.

Details

Behavioral Disorders: Practice Concerns and Students with EBD
Type: Book
ISBN: 978-1-78052-507-5

Keywords

Open Access
Article
Publication date: 17 June 2020

Camilla Nilvius

This article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more…

2683

Abstract

Purpose

This article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more user-friendly by teachers in LS. The focus is on how RTI can be adapted to teachers' daily work by including it in the LS model and how LS can benefit by introducing a scientific approach in analyzing student learning outcomes through RTI. The article also highlights how this approach can contribute to learning for children with special educational needs (SEN).

Design/methodology/approach

This theoretical paper describes and compares the characteristics of the LS model with the RTI framework. The comparison highlights the design of models related to teachers’ development and learning outcomes. The benefits and challenges with the models are described. A previous research study related to the models is also briefly reviewed.

Findings

There are benefits and challenges with both the RTI and LS models but parts of the models appear to complement one another to some extent. Teachers' professional development and a better control of learning outcomes could be gained by combining the models. This could also lead to educational improvement.

Originality/value

There has been almost no research about a combined LS and RTI model.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 2 January 2013

Temple S. Lovelace, Lenwood Gibson and JoVonne Tabb

Response to Intervention (RtI) is a systematic approach that provides a framework for addressing student learning, allows for accountable decision-making based upon the individual…

Abstract

Response to Intervention (RtI) is a systematic approach that provides a framework for addressing student learning, allows for accountable decision-making based upon the individual skill level of each student, and gives schools a methodical way for special education determinations. RtI began as a framework for students suspected of having a learning disability and now has become a system of instruction and assessment that helps teachers and related service providers know what type and level of instruction a student needs. It is a system that promotes inclusion of students from all ability levels into the general educational setting. This system is characterized by the placement of students and instructional methods along a continuum from whole-class instruction to individualized, highly specialized instructional methods. In this chapter, the historical as well as current frameworks that define learning disabilities will be discussed. Next, the eligibility processes associated with acquiring special education services will be examined; paying special attention to RtI and its intersection with learning disabilities. Finally, academic and behavioral interventions will be discussed that have found to be beneficial in increasing the skills of students with learning disabilities.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 23 September 2009

Amanda Kloo and Naomi Zigmond

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI…

Abstract

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI) model in an historically low-achieving school with a substantial population of students at risk tfor academic failure – characteristics that are common to many public schools across the nation. We contrast the lofty goals and theoretical orientations of RtI described in a burgeoning literature in special and general education with the “real life” burdens of capacity, resources, time, and school culture in a struggling school.

Details

Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

Book part
Publication date: 2 January 2013

Wendy Cavendish and Anabel Espinosa

This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in…

Abstract

This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in recent research (Cavendish, Harry, Menda, Espinosa, & Mahotiere, 2012) that examined the beliefs and practices of current educators teaching within schools utilizing a response to intervention (RtI) model. Specifically, our discussion of the emerging needs in teacher preparation programs that prepare both general and special education teachers for assessment, instructional delivery, and progress monitoring within an RtI framework is informed by a 3-year research project of the initial implementation of an RtI model in a diverse, urban school district. Implications for practice include the need to: (a) address deficit perspectives of culturally and linguistically diverse (CLD) students and youth with disabilities, (b) address changing perceptions of the function of special education, and (c) communicate the need for greater collaboration across silos within teacher preparation programs.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 22 February 2010

Stephanie Al Otaiba, Mary Beth Calhoon and Jeanne Wanzek

The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and…

Abstract

The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Article
Publication date: 14 November 2016

Deneca Winfrey Avant

The purpose of this study was to explore the use of response to intervention/multi-tiered systems of supports (RtI/MTSS) in promoting social justice in schools.

Abstract

Purpose

The purpose of this study was to explore the use of response to intervention/multi-tiered systems of supports (RtI/MTSS) in promoting social justice in schools.

Design/methodology/approach

This study used survey research, using a 32-item questionnaire, and presented results of approximately 200 school social workers (SSWs).

Findings

Findings suggest that RtI/MTSS encourages a sense of fairness for students by providing a greater understanding of culturally diverse approaches although some room for improvement does exist.

Practical implications

Implications for addressing educational interventions with explicit cultural responsiveness are discussed.

Originality/value

As more diverse students are entering the school system, different backgrounds and learning styles must be taken into consideration. Unfortunately, many schools today continue a legacy of deficit thinking and marginalization (Shields et al., 2005). An expansion of school programs and services are needed to better serve changing student demographics. SSWs lead the way in this paradigm shift by intervening in the educational process at multiple levels. In fact, social workers’ commitment to change is evident from how they promote social and economic equality among people who are marginalized and excluded from social and economic processes.

Details

Journal for Multicultural Education, vol. 10 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

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