Clinical Significance: An Exploration into a Methodology for Tier 2 Placement within the Response to Intervention Framework

Autor/inn/en	Lacks, Rachel; Li, Jiawei; McClowry, Sandee
Titel	Clinical Significance: An Exploration into a Methodology for Tier 2 Placement within the Response to Intervention Framework
Quelle	In: Journal of Classroom Interaction, 53 (2018) 2, S.46-61 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Response to Intervention; Social Development; Emotional Development; Student Behavior; Behavior Problems; Self Control; Student Needs; Minority Group Students; Disproportionate Representation; Discipline; Reading Programs; Reading Achievement; Urban Schools; Kindergarten; Grade 1; Elementary School Students; Elementary School Teachers; Early Childhood Teachers; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Selbstbeherrschung; Disziplin; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Based on a Response to Intervention framework, this study examines whether a clinical significance methodology is useful for placing children in Tier 2 interventions for school-based social-emotional learning. Data from INSIGHTS Into Children's Temperament, a Tier-1 intervention, was analyzed to assess practical considerations and limitations inherent in the clinical significance methodology. Student academic and behavioral outcomes were analyzed using the Reliable Change Index (RCI) to assess recovery and reliability. Based on findings that demonstrate that the number of students appropriate for Tier 2 is consistent with prior research, the clinical significance methodology is discussed as a feasible and easy-to-execute way for school personnel to determine student responsiveness to interventions. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01