Responsiveness to Intervention: Multilevel Assessment and Instruction as Early Intervention and Disability Identification

Autor/inn/en	Fuchs, Douglas; Fuchs, Lynn S.
Titel	Responsiveness to Intervention: Multilevel Assessment and Instruction as Early Intervention and Disability Identification
Quelle	In: Reading Teacher, 63 (2009) 3, S.250-252 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.3.10
Schlagwörter	Early Intervention; Reading Consultants; Prevention; School Psychologists; Disability Identification; Specialists; Special Education Teachers; Teaching Methods; Teaching Models; Academic Failure + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell
Abstract	Responsiveness to Intervention (RTI) is widely understood as representing a multilevel framework that integrates assessment and instruction to provide strong early intervention and valid methods of disability identification. There are currently many approaches to RTI, which are creating confusion among educators as they try to conceptualize, design, and communicate about it. To address this problem, we introduce a general RTI framework consisting of three levels, each of which is distinctive in terms of purpose, intensity of instruction, and professional responsibilities. "Primary prevention" refers to instruction delivered by general educators. "Secondary prevention" may be conducted by paraprofessionals--supervised by reading specialists, school psychologists, or special educators--who implement validated instructional protocols in small-groups. "Tertiary prevention"--the most intensive level of instruction--is individualized and relies on ongoing progress monitoring and a recursive, teach-assess-teach process that leads to inductively developed effective programs. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10