Service Delivery for Response to Intervention: Core Components and Directions for Future Research

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Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities (2014, background): “…in some respects, become standard in reading (Vaughn, Wanzek, Woodruff, & Linan-Thompson, 2007), whereas in mathematics key RtI components require further investigation (Bryant et al., 2011) to meet the need for research- and evidence-based programs (Glover & DiPerna, 2007) vital to any RtI system.”
Fidelity of implementation framework: A critical need for response to intervention models (2012, background): “Glover and DiPerna (2007) outlined the essential components for RtI models and the supporting evidence.”
Professional Development, Capacity Building, and Research Needs: Critical Issues for Response to Intervention Implementation (2007, background): “Glover and DiPema (2007), as well as Wanzek and Vaughn (2007), discuss the topic of using evidencebased interventions, specifically the idea that instmction should be supported by rigorous empirical evidence.”
Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment (2010, background): “…is evident from increased examination in school psychology literature of alternative measurement approaches (e.g., curriculum-based measures and progress-monitoring tools) and/or lack of response to intervention for special education eligibility (Glover & DiPerna, 2007; Reschly, 2005; Shinn, 2007).”