Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities

Autor/inn/en	Saeki, Elina; Jimerson, Shane R.; Earhart, James; Hart, Shelley R.; Renshaw, Tyler; Singh, Renee D.; Stewart, Kaitlyn
Titel	Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities
Quelle	In: Contemporary School Psychology, 15 (2011), S.43-52 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
Schlagwörter	Evidence; Intervention; School Psychologists; Identification; Disabilities; Response to Intervention; Behavior Problems; Emotional Problems; Learning Disabilities; Special Education; Problem Solving; Action Research; Grade 3; Decision Making; Evaluation; Models; Pretests Posttests; Elementary School Students; California + Suchen Sie Ihr Suchwort? Evidenz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Identifikation; Identifizierung; Handicap; Behinderung; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Problemlösen; Projektforschung; School year 03; 3. Schuljahr; Schuljahr 03; Decision-making; Entscheidungsfindung; Evaluierung; Analogiemodell; Kalifornien
Abstract	As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area where school psychologists are encouraged to apply their expertise regarding assessment and evidence-based interventions. This paper describes an implementation of behavioral and social-emotional RtI in an elementary school setting. Issues and challenges related to measurement of change (i.e., responsiveness to intervention) and identification of students for additional supports as well as emerging possibilities of incorporating qualitative information in the process are discussed. (Contains 1 figure, 1 footnote and 3 tables.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10