The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily…

This quantitative study evaluated how two consecutive years of math Response to Intervention (RtI) demonstrated its effectiveness on 995 fifth grade students within the School District A (SDA) on Smarter Balanced (SB) assessments. Research questions: "What is the relationship between the duration of math RtI implementation and math…

Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR's lack of validity and reliability, and…

A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what…

Background: Progress monitoring (PM) is the periodic and reliable assessment of client progress to evaluate and inform psychotherapeutic treatment. PM's use in a variety of treatment contexts show improved treatment outcome, dropout rate reduction, moderated treatment deterioration, and more efficient treatment delivery. Objective: This study…

Assessing a student's level and rate of improvement on an academic skill is a contemporary approach to the identification of specific learning disabilities. This approach, broadly categorized as responsiveness to intervention, however, does not obviate educators from scrutinizing the psychometric qualities of the data used to make important…

The purpose of this study was to investigate the perceptions of educators on the acceptance of either the Response to Intervention (RTI) model or the Severe Discrepancy (SD) model in the identification of students with a SLD. The study consisted of 160 general education (GE) teachers and 119 special education (SPED) teachers. The study used a…

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…

In the current educational system students who require additional classroom support must demonstrate prolonged academic failure in order to receive services. This "wait-to-fail" model poses significant problems for youth with academic, behavioral, and emotional challenges. Once a student experiences academic failure, they are at an…

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual…

The purpose of this study is to ascertain the essential elements of Response to Intervention programs among 150 high performing Title I schools with high rates of poverty as measured by free/reduced lunch participation rates. Response to Intervention (RTI) is a nationally-known instructional model used to assist students who are struggling to…

Students in public education are more at risk now than ever before. Schools were held to increasingly higher levels of accountability and it was the individual student that was held accountable for increasing standards and knowledge. This study addressed the Response to Intervention mandate handed down by federal and state governments. In effort…

Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to…

This study examined elementary and middle school teachers' self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools.…

Check-in/check-out (CICO) is a Tier 2 behavioral intervention that has demonstrated effectiveness for students with challenging behavior in a variety of educational settings. Existing research has focused primarily on testing the intervention's effectiveness and the role of behavioral function in moderating response to intervention. Only a handful…