Introduction to Response to Intervention: What, Why, and How Valid Is It?.

By Douglas Fuchs, Lynn S. Fuchs. 2006

1,390 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cc97226199632f5b5b5094e723828e0489b6afe5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Douglas Fuchs
2. G. Sugai
3. A. Hollenbeck
4. Lynn S. Fuchs
5. R. Slavin
6. R. Horner
7. K. McGrew
8. Brandi Simonsen

In Education

1. R. Slavin
2. Lynn S. Fuchs
3. Cynthia Lake
4. Douglas Fuchs
5. G. Sugai
6. R. Horner
7. Dake Zhang
8. Yan Ping Xin

In Statistics and Probability

1. Dake Zhang
2. A. Hollenbeck
3. Yan Ping Xin
4. Lynn S. Fuchs
5. R. Slavin
6. K. McGrew
7. Douglas Fuchs
8. T. Guskey

Citations in the corpus

• The Many Faces of Special Education Within RTI Frameworks in the United States and Finland (2016, background): “Many of the same people involved with the RF policy were also involved with the policy development around RTI (D. Fuchs & Fuchs, 2006).”
• Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis (2010, methodology): “Detailed protocol reviewing core instruction, strategic instruction, and interventions were used to meet the 4- to 6-week rotation cycle recommended by RTI structures as described by Fuchs and Fuchs (2006).”
• Response to Intervention: A Research-Based Summary (2011, methodology): “Progress should be monitored frequently, at least monthly, but ideally weekly or biweekly ( Fuchs & Fuchs, 2006 ).”
• Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, methodology): “…Word ID and Word Attack to be consistent with previous studies examining at-risk readers’ response to intervention (e.g., Vellutino et al., 1996), and oral reading, to be consistent with current RTI recommendations (e.g., D. Fuchs & Fuchs, 2006) and previous research (e.g., Vaughn et al., 2005).”
• Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance (2008, background): “intervention to match the student’s needs, and (c) monitor the student’s progress ( Fuchs and Fuchs 2006 ).”
• Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “…provided; and (e) team-based structures and procedures to ensure implementation fidelity, including accurate and sustained implementation of the systems and practices (Ardoin, 2006; Christ & Poncy, 2005; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Fuchs & Fuchs, 2006; Gresham, 2004; Sugai, 2008).”
• Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students With Learning Disabilities (2015, methodology): “Jake’s IEP team determined his diagnosis based on the school’s response-to-intervention process, which incorporated a three-tier model for referral of struggling students (Fuchs & Fuchs, 2006; IDOE, 2010).”
• Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “universal Tier 1 programs were defined as core supports that all students in a given setting receive for the purposes of preventing problems from emerging and promoting success enabling factors, such as engagement and motivation (Fuchs & Fuchs, 2006; Shapiro, n.d.).”
• A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “To address limitations of the discrepancy model (Shaywitz et al., 2008), IDEA was revised in December 2004; the RtI model was recommended to identify children with LD (D. Fuchs & Fuchs, 2006; Gresham, 2002).”
• Are Fluency Measures Accurate Predictors of Reading Achievement? (2007, result): “, Fuchs et al., 2001; Jenkins et al., 2003; Torgesen, Rashotte, & Alexander, 2001). Recent studies that used DIBELS ORF have reported correlations across time that are similar to those found in our study. For example, Shaw and Shaw (2002) reported that correlations of third-grade ORF and Colorado st”
• Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children (2008, background): “The recent shift toward implementing a response-tointervention (RTI) model with low-achieving elementary and secondary students is consistent with the current emphasis on prevention and early intervention for preschool children (Batsche et al., 2005; Fuchs & Fuchs, 2006).”
• Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “It is important that those children who have responded well to interventions continue to be monitored, to ensure that progress is maintained and to notice 44 Fuchs and Fuchs (2006), Vellutino and Fletcher (2005), Compton et al (2006); see Duff (2008) for a recent review.”
• A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools (2021, methodology): “The conceptual framework for the present review builds on response to intervention (RTI) (Fuchs & Fuchs, 2006; Fuchs, Mock, Morgan, & Young, 2003).”
• Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, methodology): “Until recently, the most widely used method to identify learning disabled (LD) students was the IQachievement discrepancy (Fuchs and Fuchs 2006).”
• From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, methodology): “…special education funds may be allocated toward EI activities, including support in the general education environment, preclusive of disability diagnosis (Committee on Education and the Workforce, 2005)— considered as a second application of RTI (e.g., Fuchs & Fuchs, 2006; Gersten & Dimino, 2006).”
• Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research (2015, background): “…Education Act, 2006; No Child Left Behind Act of 2001, 2006) and is an essential component of multitiered service delivery models, such as response to intervention (RTI) and schoolwide positive behavioral interventions and supports (SWPBIS; Fuchs & Fuchs, 2006; Horner, Sugai, & Anderson, 2010).”