Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

This article describes the Taxonomy of Intervention Intensity, which articulates seven principles for evaluating and building intervention intensity based upon research. The Taxonomy's seven dimensions of intensity are strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral support, and individualization (see Table 1). In…

The purpose of this article is to describe the Taxonomy of Intervention Intensity, which articulates 7 dimensions for evaluating and building intervention intensity. We explain the Taxonomy's dimensions of intensity. In explaining the Taxonomy, we rely on a case study to illustrate how the Taxonomy can systematize the process by which special…

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…

For nearly 10 years, the response-to-intervention (RTI) policy initiative has engendered enthusiasm at federal, state, and local levels and among various stakeholders. Nevertheless, there are basic and important disagreements about its nature and purpose. The authors describe two groups with contrasting perspectives on RTI in an effort to examine…

Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…

During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on…

With the last reauthorization of the Individuals With Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB), special education research exerted a major influence on general education. Even so, the academic outcomes of students with learning disabilities (LD), who are the…

Progress monitoring is an important component of effective instructional practice. Curriculum-based measurement (CBM) is a form of progress monitoring that has been the focus of rigorous research. Two approaches for formulating CBM systems exist. The first is to assess performance regularly on a task that serves as a global indicator of competence…

This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely,…

This article compares the inclusive schools movement and the Regular Education Initiative in terms of advocates, goals, tactics, and understanding of and links to general education. The article finds that the inclusive schools movement has become increasingly strident, and its perspective has become increasingly insular and disassociated from…

Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation treatment or a conventional special education evaluation treatment. Experimental teachers effected greater student achievement. (Author/BW)

Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group…