Response to Intervention

By D. Barnett, Edward J. Daly, Kevin Jones, F. E. Lentz. 2004

176 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d2d1f9617cdc746068d0af42425bb00229f4c90e

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In Clinical Psychology

In Developmental and Educational Psychology

Citations in the corpus

Differential Ability Scales – Second Edition (Neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities (2008, background): “…to the “one size fits all” approach to cognitive, neuropsychological, and academic assessment and intervention suggested by some RTI proponents (e.g., Barnett et al., 2004), as sufficient data exist to warrant the valid use of empirical profile analysis, especially if one ensures that results…”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “…limitations described earlier, dual discrepancy approaches such as low achievement and failure to respond to intervention (Ardoin et al., 2005; Barnett et al., 2004; Burns & Senesac, 2005; Fletcher, Lyon, & Barnes, 2006; Fuchs & Fuchs, 2006; Fuchs et al., 2004; Speece, 2005; Ysseldyke &…”
Comparison of dual discrepancy criteria to assess response to intervention (2005, background): “Research is currently being conducted to further identify essential RTI implementation procedures ( Barnett, Daly, Jones, & Lentz, 2004 ), but existing research is not adequate in scope to deem RTI an evidence-based practice (Fuchs, Fuchs et al., 2003; Fuchs, Mock et al., 2003).”
Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency (2015, background): “Intervention intensity has been defined as the time, effort, or resources required to support an intervention (Barnett et al. 2004).”
A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007, background): “In addition to the operational variables that merit investigation, examining the technical adequacy of RTI which involves sequenced procedures and correct application of sequenced decision rules to reach defensible conclusions, will present new challenges (Barnett et al., 2004).”