SKIP navigation

Response to Intervention: The Latest News and Resources 

RtI Information On-line resources

A New Era: Revitalizing Special Education for Children and Their Families President’s Commission on Excellence in Special Education

A report which identifies ways to improve special education in America’s schools. It includes recommendations to use RtI, and the need for evidence-based decision making.

Assessment Practices and Response to Intervention
John L. Hosp
NASP Communique, Vol.34, #7
Discusses how assessments are conducted through the RtI process.

 

Conceptual Confusion Within Response-to-Intervention Vernacular: Clarifying Meaningful Differences
Theodore J. Christ, Matthew K. Burns, & James E. Ysseldyke
NASP Communique, Vol. 34, #3
Clarifies RtI langauge and procedures.

 

Core Concepts of RtI
National Research Center on Learning Disabilities
A brief overview of the main RtI components and on-line links for additional resources.

 

Evaluating Evidence-Based Practice in Response-to-Intervention Systems
Martin J. Ikeda, Alecia Rahn-Blakeslee, Bradley C. Niebling, Randy Allison, NCSP, & James Stumme
NASP Communique, Vol. 34, #8
Identifies how school psychologists serve as scientist-practitioners, explains how this role is applied to the RtI model, and how to collect and use data in decision-making.

Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide
U.S. Department of Education Institute of Education Sciences National Center for Education Evaluation and Regional Assistance
A guide to use when evaluating whether an intervention is evidence-based.

Myths About Response to Intervention (RtI) Implementation
The National Association of State Directors of Special Education (NASDSE)
Corrects misunderstandings of RtI by providing accurate information on eleven popular myths about RtI.

 

New Roles in Response to Intervention: Creating Success for Schools and Children
NASP
Provides links to useful Fact Sheets that outline RtI Implementation and the roles of School Psychologists in implementing RtI.

 

Operationalizing the Response to Intervention Model to Identify Children with Learning Disabilities: Specific Issues with Older Children
Joseph Torgesen, Florida Stat University and the Florida Center for Reading Research Responseiveness-to-Intervention Symposium
Provides information on effective ways of applying RtI with older students.

 

A Parent’s Guide to Response-to-Intervention
Candace Cortiella, Director of The Advocacy Institute
National Center for Learning Disabilities
A Parent Advocacy Brief which provides a description of RtI and its use in schools. This document provides additional resources and examples for parents.

 

Response to Intervention
National Association of State Directors of Special Education and Council of Administrators of Special Education White Paper on RtI
An overview of RtI created for both general and special education teachers, to assist in the implementation of the RtI approach in schools.

 

The Response to Intervention (RtI) Model
Heather Diamond, ESE Program Development & Services
Bureau of Exceptional Education and Student Services, Florida Department of Education
An overview of RtI and implementation in the three intervention tiers. It also provides information on resources available to use when selecting interventions, and compares RtI to the discrepancy model.

 

Response to Intervention (RTI): A Primer for Parents
Mary Beth Klotz and Andrea Canter
LD On Line
An overview of RtI for parents, highlighting how RtI can be used within special education, and outlining how parents can be involved in the use of RtI within the school. Additional web resources and articles are also included.

 

Student Success Team- Menu of Interventions
San Francisco Unified School District (SFUSD)
A list of interventions to use for various academic and behavioral problems.

 

System to Enhance Educational Performance (STEEP)
Joe Witt
An RtI model for schools to use in screening academic achievement of students.

 

What if LD Identification Changed to Reflect Research Findings?
Daniel J. Reschly, Vanderbilt University
Responsiveness-to-Intervention Symposium, December 4-5, 2003, Kansas City MO
Outlines current practices used in determining LD placement, and the potential problems with these models. Describes how LD policies and practices can be changed through the implementation of RtI, and the potential consequences of this change.

RtI PowerPoints

Articles on RtI

  • Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79.
  • Blachman, B.A., Schatschneider, C., Fletcher, J.M., Francis, D.J., Clonan, S.M., Shaywitz, B.A., & Shaywitz, S.E. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow up. Journal of Educational Psychology, 96, 444-461.
  • Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38, 485-486.
  • Chard, D.J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
  • Daly, E.J., Persampieri, M., McCurdy, M., & Gortmaker, V. (2005). Generating reading interventions through experimental analysis of academic skills: demonstration and empirical evaluation. School Psychology Review, 34, 395-414.
  • Denton, C.A., & Vaughn, S. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18, 201-211.
  • Embry, D.D. (2002). The good behavior game: a best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5, 273-297.
  • Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304-331.
  • Freeland, J.T., Skinner, C.H., Jackson, B., McDaniel, E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: empirically validating a repeated readings intervention. Psychology in Schools, 37, 415-429.
  • Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18, 172-186.
  • Fuchs, L. S. & Fuchs, D. (2002). Progress monitoring, accountability, and LD identification testimony to the President's commission on excellence in Special Education.
  • Fuchs, D., Mock, D., Morgan P.L., & Young, C.L. (2003). Responsiveness-to-intervention: definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.
  • Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326-343.
  • Gresham, F.M. (2005). Response to intervention: an alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328-344.
  • Guthrie, J.T., Wigfield, A., Barbosa, P., Perencevich, K.C., Taboada, A., Davis, M.H., Scafiddi, N.T., & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
  • Justice, L.M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 284-297.
  • Kroeger, S.D., & Kouche, B. (2006). Using peer-assisted learning strategies to increase response to intervention in inclusive middle math settings. Teaching Exceptional Children, 38, 6-13.
  • Marston, D. (2005). Tiers of intervention in responsiveness to intervention: prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38, 539-544.
  • Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities Research & Practice, 18, 187-200.
  • Mastropieri, M.A., Scruggs, T.E. (2005). Feasibility and consequences of response to intervention: examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities. Journal of Learning Disabilities, 38, 525-531.
  • Shaywitz, B.A., Shaywitz, S.E., Blachman, B.A., Pugh, K.R., Fulbright, R.K., Skudlarski, P., Mencl, W.E., Constable, R.T., Holahan, J.M., Marchione, K.E., Fletcher, J.M., Lyon, G.R., & Gore, J.C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biol Psychiatry, 55, 926-933.
  • Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Francis, D.J., Castillo, E.M., Pataraia, E., Denton, C., & Papanicolaou, A.C. (2005). Early development of neurophysiological processes involved in normal reading and reading disability: a magnetic source imaging study. Neuropsychology, 19, 1-12.
  • Sindelar, P.T., Griffin, C.C., Smith, S.W., & Watanabe, A.K. (1992). Prereferral intervention: encouraging notes on preliminary findings. The Elementary School Journal, 92, 245-259.
  • Skinner, C.H., Adamson, K.L., Woodward, J.R., Jackson, R.R., Atchison, L.A., & Mims, J.W. (1993). A comparison of fast-rate, slow-rate, and silent previewing interventions on reading performance. Journal of Learning Disabilities, 26, p.674-681.
  • Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25, 252-261.
  • Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: the lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.
  • Vaughn, S., Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: the promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.
  • Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.
  • Vellutino, F.R., Scanlon, D.M., Small, S., & Fanuele, D.P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39, 157-169.
  • Wolf, M., & Katzier-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.

Articles on SAT

  • Lee, S. W., & Jamison, T. R. (2003). Including the FBA process in student assistance teams: An exploratory study of team communications and intervention selection. Journal of Educational and Psychological Consultation, 14, 209-239.

Academic and Behavioral Intervention Resources

For general information visit "Links" for organizations and resources. For intervention ideas see below.

Behavior

Educational Games

Math

Reading

Study Skills

If you have questions or comments regarding these resources, or if you have suggestions for additional resources, please contact Lisa Kelly-Vance at lkelly-vance@mail.unomaha.edu