Response to Intervention (RTI) Services: An Ecobehavioral Perspective

Autor/inn/en	Greenwood, Charles R.; Kim, Joung Min
Titel	Response to Intervention (RTI) Services: An Ecobehavioral Perspective
Quelle	In: Journal of Educational & Psychological Consultation, 22 (2012) 1-2, S.79-105 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2011.649648
Schlagwörter	Behavior Problems; Early Intervention; Academic Achievement; Ecology; Response to Intervention; Elementary Schools; Preschool Education; Secondary Education; Individual Differences; Problem Solving; Decision Making; Learning; Instructional Effectiveness; Learning Problems; Educational Administration; United States + Suchen Sie Ihr Suchwort? Schulleistung; Ökologie; Elementary school; Grundschule; Volksschule; Pre-school education; Vorschulerziehung; Sekundarbereich; Individueller Unterschied; Problemlösen; Decision-making; Entscheidungsfindung; Lernen; Unterrichtserfolg; Lernproblem; Bildungsverwaltung; Schuladministration; Schulverwaltung; USA
Abstract	Schoolwide Response to Intervention (RTI) services are growing in prevalence in U.S. schools. Most advanced are RTI programs in elementary schools, with preschool and secondary education programs beginning to discuss, develop, and experiment with schoolwide RTI. At its heart, RTI seeks to account for individual differences in student learning success by discovering the instructional situations in which each student learns best and providing them for all who need them. RTI is an early intervention approach to the prevention of learning and behavior problems before they become disabilities. The implementation of schoolwide RTI approaches reorganizes school ecology at multiple levels. When implemented with fidelity, RTI schools have a distinctive "ecological footprint" that differentiates them from traditional, non-RTI schools. Implementers of RTI need consultation that provides them with information on the structure and function of their programs for use in problem solving and decision making. The purpose of this article is to describe RTI and illustrate an ecobehavioral approach to providing RTI school staff with information they need. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10