Comparison of Existing Responsiveness-to-Intervention Models to Identify and Answer Implementation Questions

Autor/inn/en	Burns, Matthew K.; Ysseldyke, James E.
Titel	Comparison of Existing Responsiveness-to-Intervention Models to Identify and Answer Implementation Questions
Quelle	In: California School Psychologist, 10 (2005), S.9-20 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Civil Rights; Intervention; Learning Disabilities; Parent Participation; Parent School Relationship; Leadership Effectiveness; Fidelity; Elementary School Students; Secondary School Students; Interdisciplinary Approach; Best Practices; Federal Legislation; School Psychology; School Psychologists; Response to Intervention; Curriculum Based Assessment; Educational Diagnosis; Measurement Techniques; Models; Special Education; Special Needs Students; Program Implementation; Program Effectiveness; Validated Programs; Program Validation; Personnel Needs; Comparative Analysis; Identification; Guidelines; Iowa; Minnesota; Ohio; Pennsylvania + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Learning handicap; Lernbehinderung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Führungseffizienz; Sekundarschüler; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bundesrecht; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Pedagogical diagnostics; Pädagogische Diagnostik; Messtechnik; Analogiemodell; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Personnel requirement; Personalbedarf; Identifikation; Identifizierung; Richtlinien
Abstract	Responsiveness-to-intervention (RTI) is the front-running candidate to replace current practice in diagnosing learning disabilities, but researchers have identified several questions about implementation. Specific questions include: Are there validated intervention models? Are there adequately trained personnel? What leadership is needed? When does due process protection begin? and Is RTI a defensible endpoint in the identification process? These questions were addressed by examining four existing large-scale RTI models, Heartland Model (Iowa), Intervention-Based Assessment (Ohio), Instructional Support Teams (Pennsylvania), and the Problem-Solving Model in Minneapolis (Minnesota) Public Schools. The RTI process led to positive outcomes for children with and without disabilities, but all four models were phased-in over time, relied on extensive training for a multidisciplinary team, and followed a protocol to develop data-based adaptations. Clarification about team membership, leadership, and initiation of due process is still required. Additional questions about RTI were generated regarding students in secondary grades, parental involvement, and fidelity of implementing. Recommendations for implementation are included. (Contains 2 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