Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Behavior Problems | 1 |
| Cognitive Development | 1 |
| Intervention | 1 |
| Learning Disabilities | 1 |
| Mathematics Instruction | 1 |
| Models | 1 |
| Prevention | 1 |
| Reading Instruction | 1 |
| Researchers | 1 |
| Special Education | 1 |
| Student Reaction | 1 |
| More ▼ | |
Source
| School Psychology Review | 1 |
Author
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
Publication Type
| Journal Articles | 1 |
| Opinion Papers | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkFuchs, Lynn S.; Fuchs, Douglas – School Psychology Review, 2006
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has…
Descriptors: Intervention, Learning Disabilities, Researchers, Prevention
