Although early behavioral intervention is considered as empirically-supported for children with autism, estimating treatment prognosis is a challenge for practitioners. One potential solution is to use machine learning to guide the prediction of the response to intervention. Thus, our study compared five machine algorithms in estimating treatment…

This study explores teachers' perceptions of barriers to implementing the Response to Intervention (RTI) model for students with learning difficulties in Saudi Arabia. Using a qualitative case study approach with semi-structured interviews, the study included eight female teachers. Findings indicate that key barriers include time constraints,…

Efforts to improve outcomes for students amidst a climate of school accountability have led to a myriad of education initiatives, perhaps none as profound and widespread as the tiered intervention models offered by the RTI and MTSS frameworks. While those who advocate for tiered intervention models argue that these systems bring support to…

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to…

This article examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) in the United States and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful…

Research has been conducted on the science of reading and how students learn to read. This knowledge has not increased reading achievement in middle school. Reading scores in grades 6-8 across America are declining. The gap for students with disabilities is widening. Luhmann's Systems Theory provided a framework for understanding an organization…

Research indicates that intensification in multitiered systems of support (MTSS) can prevent problem behavior and academic deficits from worsening and ensure that students with the most intensive needs receive the most appropriate supports. In MTSS, it is important to consider evidence-based practices that teachers can intensify to improve student…

This study aimed to evaluate the effectiveness of the Multi-Component Reading Intervention Program (MRIP) developed to support reading fluency skills and reading motivation of third and fourth grade Turkish students with learning difficulties (LD). The changing criterion design, a single-subject research method, was used in determining the…

Individuals diagnosed with autism spectrum disorder (ASD) remain underrepresented in many core classes such as mathematics and science due to common characteristics that affect social interactions, behaviors, learning abilities, and communication. According to the DSM-5-TR (2013), a deficit in social communication, social reciprocity, and…

As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist's interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been…

This Spotlight explores key aspects of MTSS implementation, including its relationship to special education and effectiveness in improving student outcomes. Discover how MTSS can be used to support social-emotional learning, address discipline disparities, and ensure equitable access to resources and support. By combining data-driven…

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of…

Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall…

This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th…

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…