A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education.

By A. Vanderheyden, Josepha Witt, D. Gilbertson. 2007

405 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0ab8e6885880c5ebf4ef324dccf3f4a152d19a6e

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In Clinical Psychology

In Developmental and Educational Psychology

Citations in the corpus

Fidelity of implementation framework: A critical need for response to intervention models (2012, background): “76% across 54 observations (VanDerHeyden et al., 2007).”
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “In fact, VanDerHeyden, Witt, and Gilbertson (2007) demon strated the positive effects of an RTI model, whose pur pose "was to identify early those students at-risk for academic problems [and] to enable teams to more accu rately determine who should be referred for evaluation and eligibility…”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “, 2007; Reschly, 2005), and/or concern over the lack of consistent RTI practices across schools, districts, and states (Berkeley, Bender, Peaster, & Saunders, 2009; Zirkel & Krohn, 2009), which is also one of the major criticisms of the abilityachievement discrepancy method as noted earlier (Aaron, ”
Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, methodology): “Response-to-intervention has been conceptualized as a criterion for decision-making, using methods that increase or decrease in intensity in response to an initial or ongoing need for additional support (Barnett et al., 2004; VanDerHeyden et al., 2007).”
The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics (2011, background): “Other interventions may lack sufficient intensity, or the limited content focus may not result in the sustained impact needed to have a positive effect on long-term achievement trajectories (Ardoin et al., 2005; Burns & Vanderheyden, 2006; Vanderheyden et al., 2007).”
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. (2009, background): “Kavale and Spaulding (2008); Fuchs, Fuchs, and Vaughn (2008); VanDerHeyden, Witt, and Gilbertson (2007).”