Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

By Douglas Fuchs, Devery R. Mock, Paul L. Morgan, Caresa L. Young. 2003

958 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0fedebc902101f0e5097c37b7f7c1d848d2f32dd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. G. Sugai
2. A. Hollenbeck
3. R. Horner
4. K. McIntosh
5. Lynn S. Fuchs
6. S. Vaughn
7. A. Vanderheyden
8. Douglas Fuchs

In Education

1. R. Horner
2. G. Sugai
3. A. Hollenbeck
4. K. McIntosh
5. Lynn S. Fuchs
6. Douglas Fuchs
7. S. Vaughn
8. A. Vanderheyden

Citations in the corpus

• A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools (2009, positive): “As with the Response to Intervention approaches to preventing literacy failure (Brown-Chidsey & Steege, 2005; D. Fuchs, Mock, Morgan, & Young, 2003; L. S. Fuchs & Fuchs, 1998; Ikeda et al., 2002; MacMillan & Speece, 1999), SWPBS presumes that active investment in prevention of problem behavior wil”
• Cognitive hypothesis testing and response to intervention for children with reading problems (2006, background): “Concern for a lack of comprehensive assessment in the identification of reading disabilities is compounded by the current movement in the school psychologyfield toward the RTI model (Bradley, Danielson, & Doolittle, 2005; Fuchs, Mock, Morgan, & Young, 2003 ).”
• From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, methodology): “Fuchs et al. (2003) reiterate these concerns, warning of the PSM’s limited application to research thus far.”
• Introduction to Response to Intervention: What, Why, and How Valid Is It?. (2006, background): “…discipline, and opportunity to accurately measure the effectiveness of interventions, which are sometimes a unique hybrid of two or more evidence-based practices that in combination have no track record (see Fuchs et al., 2003, for a review of the evidence on the problem-solving approach).”
• The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities (2006, methodology): “For more detailed explanations of RTI models, see Fuchs et al. (2003), Kavale et al. (2005), Mellard (2005), National Joint Committee on Learning Disabilities (2005), Speece, Case, and Malloy (2003), or Vaughn and Fuchs (2003).”
• Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, background): “With regards to classroomwide self-regulation interventions, there are many empirically supported techniques that teachers can readily infuse into the daily routine of a school day, such as requiring all students to set performance goals, engage in progress monitoring, and utilize self-reflective pr”
• Knowledge foundations for teaching reading and spelling (2009, background): “Consensus among reading researchers on the effectiveness of prevention and early intervention with reading problems (Fletcher, Lyon, Fuchs & Barnes, 2007; Fuchs, Mock, Morgan, & Young, 2003; Torgesen, 2004) has also affected policy and practice.”
• Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model (2006, background): “Due to its inductive nature, such a model rejects the notions that specific student characteristics dictate what intervention will work, and that specific interventions will be effective for all students belonging to a specific group such as race, gender, social class, etc. (Fuchs et al., 2003).”