Tiers of Intervention in Responsiveness to Intervention: Prevention Outcomes and Learning Disabilities Identification Patterns

Autor/in	Marston, Douglas
Titel	Tiers of Intervention in Responsiveness to Intervention: Prevention Outcomes and Learning Disabilities Identification Patterns
Quelle	In: Journal of Learning Disabilities, 38 (2005) 6, S.539-544 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Intervention; Learning Disabilities; Models; Problem Solving; Prevention; Identification; Measures (Individuals) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Analogiemodell; Problemlösen; Prävention; Vorbeugung; Identifikation; Identifizierung; Messdaten
Abstract	Response to Intervention (RTI) models have attracted great attention as an alternative to traditional methods used for identifying students with learning disabilities. A major feature of this approach is the implementation of academic interventions in general education and measuring the student's response to those interventions. A common question that needs to be addressed is the number of stages or tiers of intervention necessary in the Response to Intervention model. This article reviews three studies of RTI that investigate the RTI tiers. Sharon Vaughn and Rollanda O'Connor report on studies using the Standard Protocol approach to RTI. David Tilly reports on using the Problem Solving Model as an RTI model. This article summarizes the results of these three investigations. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10