Problem–Solving Model for Decision Making with High–Incidence Disabilities: The Minneapolis Experience

By D. Marston, P. Muyskens, M. Lau, A. Canter. 2003

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8b1fcd1ae3a6451428f6419b45ded188a7057385

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In Developmental and Educational Psychology

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Citations in the corpus

A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007, background): “Problem-solving models of assessment have been implemented widely in many states with promising results including Iowa (Tilly, 2003) and the Minneapolis public schools ( Marston, Muyskens, Lau, & Canter, 2003 ).”
Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model (2010, background): “RTI’s ultimate success hinges not just on general and special education’s ability to assign responsibility for who provides instruction at each tier (Denton, Vaughn, & Fletcher, 2003; Marston et al., 2003; Vaughn & Fuchs, 2003) but also on how instruction will be conceptualized at each tier.”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “…opportunity for training and on-site assistance to become proficient in using them, and many are not easy to implement, especially with large groups of students with a wide range of academic needs (e.g., Fuchs & Fuchs, 1998; Marston et al., 2003; Vaughn & Schumm, 1995; Vaughn et al., 2000).”
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, background): “From a problem-solving perspective, when additional information is collected and considered to improve instructional decision making (ie, low-stakes decisions), support for adopting an RtI approach is more compelling ( Barnett, Daly, Jones, & Lentz, 2004 ; Marston, Muyskens, Lau, & Canter, 2003 ).”
Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “Existing investigations have provided initial evidence of the effectiveness of multitier assessment and intervention approaches for serving students’ needs (e.g., Hartman & Fay, 1996; Kovaleski et al., 1999; Marston et al., 2003; Reschly & Starkweather, 1997; Tilly, 2003).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, background): “Decision-makers in the Minneapolis Public School System chose the second option, creating a non-differentiated high-incidence disability category (Marston et al., 2003).”