What We Need to Know about Responsiveness to Intervention (and Shouldn't be Afraid to Ask)

By Douglas Fuchs, Donald D. Deshler. 2007

354 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b0ad90e50c48e23618bb0d25251aa39829faf9ea

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In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

State Laws for RTI: An Updated Snapshot (2010, background): “…the balance of more recent articles tend to either raise implementation and research questions on the supportive side (e.g., Barnett et al., 2006; Fuchs & Deshler, 2007) or—as an entire issue of Psychology in the Schools illustrated (e.g., Flanagan, Ortiz, Alfonso, & Dynda, 2006)— recommend…”
Response to Intervention: A Research-Based Summary (2011, background): “Fuchs and Deshler (2007) estimate students, based on the assumption of normality, who are non-responsive to these more intensive Tier 2 interventions and are designated LD should fall between 2% and 7% of the general population.”
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “Fuchs and Deshler (2007) argued against accept ing a "we-know-all-we-need-to-know message about RTI and then discussed the importance "of knowing what we don't know" (p. 130).”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, positive): “…Feifer, 2008; Feifer & Della Toffalo, 2007; Fiorello et al., 2006, 2008, 2009; Flanagan et al., 2006, in press; FletcherJanzen & Reynolds, 2008; Fuchs & Deshler, 2007; Fuchs Volume 33, Summer 2010 227 Learning Disability Quarterly 228 & Fuchs, 2006; Gerber, 2005; Hain et al., 2009; Hale, 2006;…”
RTI Tier Structures and Instructional Intensity (2010, background): “When schools determine the purpose of their RTI structure as early intervention to prevent school failures, they typically exclude special education from their tier structures (Fuchs & Deshler, 2007).”
Response to Intervention Screening and Progress–Monitoring Practices in 41 Local Schools (2009, background): “…“as much or greater variation in the number and type of children identiﬁed as having LD than the variation produced by use of IQ achievement discrepancy” (Fuchs & Deshler, 2007, p. 134; Fuchs, Fuchs, & Compton, 2004), particularly if diagnostic and other assessments are not a part of the process.”