Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services

By S. Ardoin, Josepha Witt, J. Connell, Jennifer L. Koenig. 2005

184 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7859b0c76911c0e4485e8e0c00514b094e40b092

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

The Prevention, Identification, and Cognitive Determinants of Math Difficulty. (2005, background): “In a similar manner, Ardoin, Witt, Connell, and Koenig (2001) conducted screening and brief classwide practice on basic facts and simple computation in two fourth-grade classrooms.”
Introduction to the Special Series: Close Encounters of the Instructional Kind—How the Instructional Hierarchy is Shaping Instructional Research 30 Years Later (2007, methodology): “An example of the use of response prompting and error correction procedures can be found in a study by Ardoin, Witt, Connel, and Koenig (2005) , who used a step-by-step demonstration of procedures followed by modeling of problem solving in the form of cover copy compare worksheets, followed by time”
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).”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “…in ratings could reflect disagreement over the utility of increasing intervention intensity in an RTI model as is suggested by some RTI proponents (Ardoin et al., 2005; Barnett et al., 2004; Brown-Chidsey & Steege, 2005; Deno, 2002; Daly III et al., 2007; Fletcher, Denton, & Francis, 2005;…”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “‘‘Rather than relying on static test-based measures or a student’s response to single interventions, RTI decision making is based upon direct assessments of students’ response to varying levels of intervention intensity’’ ( Ardoin, Witt, Connell, & Koenig, 2005, p. 362 ).”