Cultural considerations with response to intervention models

By J. Klingner, P. Edwards. 2006

319 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/da2fff9ac56135356df1c22fd5e49cca2e1b5768

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Citations in the corpus

A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “…to continue experimental research with BSP to grow the available evidence base and determine for whom and on what outcome measures EBPs work, so we may answer the critical question of external validity if we are to promote the use of BSP (Klingner & Edwards, 2006; Sloane, 2008; West et al., 2016).”
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis (2010, background): “Proponents of RTI argue that the approach is unique in that it creates a preventative model for the instruction of at-risk students, and reduces inappropriate referrals to special education (Fuchs & Fuchs, 2006; Klingner & Edwards, 2006).”
Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model (2006, methodology): “Within the RTI model presented by Klingner and Edwards (2006), the four tiers include: (1) the first tier considers the quality of instruction within the general education classroom paired with an ongoing progress monitoring; (2) the second tier provides intensive interventions; (3) the third tier…”
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, methodology): “Finally, it is important to attend to contextual factors that might influence the effectiveness of “evidence-based” instruction (Klingner & Edwards, 2006).”
Discarding the Deficit Model. (2007, methodology): “The three-tiered Response to Intervention (RTI) model is currently receiving great attention in the field (Klingner & Edwards, 2006).”
The Special Education Referral and Decision-Making Process for English Language Learners: Child Study Team Meetings and Placement Conferences (2006, methodology): “Yet, as with earlier identification processes, this model can only work if students receive an adequate ‘‘opportunity to learn’’ ( Klingner & Edwards, 2006 ).”