In my brief commentary, I offer a look to the past to celebrate lessons learned in social, emotional, and behavioral assessment. Then, I respectfully pose considerations for researchers and practitioners committed to early detection, intervention, and assessment of students with and at risk for emotional and behavioral disorders. Specifically, I…

Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs…

Multi-tiered problem-solving models that focus on promoting positive outcomes for student behavior continue to be emphasized within educational research. Although substantial work has been conducted to support systems-level implementation and intervention for behavior, concomitant advances in behavior assessment have been limited. This is despite…

Response to Intervention (RTI) is a multi-level framework designed to prevent academic failure and remediate areas of deficit. It is a framework to support students for whom generally effective practices have been insufficient. Its inclusion in the Individuals with Disabilities Education Act (IDEA; U. S. Department of Education, 2004) identified…

In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to…

Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections.…

The Mathematics Fluency and Calculation Tests (MFaCTs) are a series of measures designed to assess for arithmetic calculation skills and calculation fluency in children ages 6 through 18. There are five main purposes of the MFaCTs: (1) identifying students who are behind in basic math fact automaticity; (2) evaluating possible delays in arithmetic…

Many students with a history of speech or language impairment have an elevated risk of reading difficulty. Specific subgroups of these students remain at risk of reading problems even after clinical manifestations of a speech or language disorder have diminished. These students may require reading intervention within a general education system of…

This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention…

This article discusses the role of assessment in a response-to-intervention model. Although assessment represents only 1 component in a response-to-intervention model, a well-articulated assessment system is critical in providing teachers with reliable data that are easily interpreted and used to make instructional decisions. Three components of…

In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying…

A major commitment of the National Research Center on Learning Disabilities (NRCLD) has been to work with school sites that are implementing RTI. The work with these schools began in November 2002 after the U.S. Department of Education requested that NRCLD identify, describe, and evaluate the implementation of responsiveness to intervention (RTI)…