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Direct linkAllison Nannemann; Sunaina Shenoy; Christopher Johnson – Learning Disabilities Research & Practice, 2024
Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition…
Descriptors: Response to Intervention, Reading Programs, Program Development, Program Implementation
Thomas, Elizabeth R.; Conoyer, Sarah J.; Lembke, Erica S. – Learning Disabilities Research & Practice, 2020
The purpose of this study was to examine the role descriptive factors played in the perceptions of response to intervention (RTI) implementation success, challenges, and self-efficacy in a large Midwestern school district. District staff were surveyed as part of an evaluation of RTI implementation. Factors analyzed included teacher descriptive…
Descriptors: Program Evaluation, School Districts, Response to Intervention, Program Implementation
Mason, Erica N.; Benz, Sarah A.; Lembke, Erica S.; Burns, Matthew K.; Powell, Sarah R. – Learning Disabilities Research & Practice, 2019
This article is about a school-district-initiated partnership with university faculty and their effort to implement a mathematics multi-tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders…
Descriptors: College School Cooperation, School Districts, Program Implementation, Stakeholders
Schumacher, Robin F.; Zumeta Edmonds, Rebecca; Arden, Sarah V. – Learning Disabilities Research & Practice, 2017
Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in…
Descriptors: Mathematics Instruction, Response to Intervention, Evidence Based Practice, Learning Disabilities
Maier, Michael P.; Pate, James L.; Gibson, Nicole M.; Hilgert, Larry; Hull, Karla; Campbell, Patti C. – Learning Disabilities Research & Practice, 2016
This study sought to provide educational researchers, policy-makers, and professionals with quantitative data on the status of RTI implementation, as well as on which leadership behaviors have been associated with successful implementation. School psychologists and other RTI professionals rated their schools on RTI implementation using the RTI…
Descriptors: Leadership Effectiveness, Response to Intervention, Leadership, School Psychologists
Burns, Matthew K.; Egan, Andrea M.; Kunkel, Amy K.; McComas, Jennifer; Peterson, Meredith M.; Rahn, Naomi L.; Wilson, Jennifer – Learning Disabilities Research & Practice, 2013
Response to Intervention (RtI) is being implemented as a new initiative in PK-12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for…
Descriptors: Behavior Modification, Maintenance, Generalization, Response to Intervention
Hill, David R.; King, Seth A.; Lemons, Christopher J.; Partanen, Jane N. – Learning Disabilities Research & Practice, 2012
In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. A literature search identified 22 empirical studies from which conclusions were drawn.…
Descriptors: Intervention, Program Implementation, Researchers, Fidelity
Prewett, Sara; Mellard, Daryl F.; Deshler, Donald D.; Allen, Justin; Alexander, Ryan; Stern, Amelia – Learning Disabilities Research & Practice, 2012
Response to intervention (RTI) is advocated in elementary school as a system-wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural…
Descriptors: Middle Schools, Discussion Groups, Educational Practices, Outcomes of Education
