A Model for Implementing Responsiveness to Intervention

By Lynn S. Fuchs, Douglas Fuchs. 2007

311 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/1ce64af803fc0413328c91229db2c7fa0ae3a0b3

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In Clinical Psychology

In Developmental and Educational Psychology

Citations in the corpus

Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities (2011, background): “Opponents of the traditional aptitude and achievement discrepancy approach for identifying LD argue that children must wait to fail before intervention can occur (Fuchs & Fuchs, 2007).”
Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change (2009, methodology): “…of having a special service provider coteach on a regular basis is that these individuals may help to provide strategies through the problem-solving approach many RTI schools are using (DLD, 2007; L. Fuchs & Fuchs, 2007), which allows for the creation of individualized interventions during Tier II.”
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, background): “…instruction is provided in successively intensive tiers of instruction, the assumption is that far fewer children will be identiﬁed as having learning disabilities and that academic failure rates will decrease across all students considerably (Fuchs & Fuchs, 2007; Mellard, 2004; Overton, 2009).”
Estimating Reading Growth Using Intermittent CBM Progress Monitoring (2009, background): “CBM has been proposed as a way to monitor at-risk and struggling readers’ response to interventions and to tiers of service within multi-tiered response to intervention (RTI) frameworks (L. S. Fuchs & Fuchs, 2002, 2007; Stecker, 2007; Vaughn & Roberts, 2007).”
Special Education Implications of Point and Cumulative Prevalence for Children With Emotional or Behavioral Disorders (2012, background): “…for example, there is some consensus that children at even mild risk for learning disabilities number around 20% of school-age children (Fuchs & Fuchs, 2007; Shaywitz, 2003), similar to the most generous point prevalence estimates of EBD noted above; yet special education serves more…”
Progress Monitoring as Essential Practice within Response to Intervention (2008, background): “Although recommendations may change in the face of additional research, L. S. Fuchs and Fuchs (2006, 2007) describe case studies in which research-based cut scores and rates of improvement can be used to quantify adequate student response to secondary prevention at first grade.”
Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “In addition, approaches are emerging that combine the best features of inclusive programs and models of multitiered instruction that show great promise for providing direction regarding how these effective practices may be delivered (Fuchs et al., 2008; Fuchs & Fuchs, 2007; Sugai & Horner, 2009).”
Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, background): “…education programs (Deno, 2003), it has received increasing attention as a viable approach to track student progress toward academic standards mandated by the No Child Left Behind Act of 2001 and to monitor student progress within response to intervention (RTI) models (Fuchs & Fuchs, 2007).”