The present paper reports a secondary analysis of data from a published randomised controlled trial. This paper compares the outcomes of children with specific language impairment (SLI) and those with a general delay (GD) following participation in either an oral language intervention or a phonology with reading intervention. Sixty-eight children…

School consultation and response to intervention (RTI) are both problem-solving methods employed in school-based service delivery, but beyond that characteristic, how are they the same and how are they different? A major purpose of this commentary is to compare and contrast the scholarly literatures of school consultation and RTI. A selective…

This article describes the affordances of using clinical interviews with struggling mathematics learners to inform intervention and instruction. A case study of a fourth grade student, Danny, is presented to give an illustrative example of the complexity of the student's mathematical understandings in terms of place value. From the clinical…

The estimated prevalence of one or more mental health disorders among children and adolescents between the ages of 9 and 17 is 21% (Satcher, 2001). Similarly, research by Greenberg et al., (2003) estimated that 20% of school-age youth experience mental health problems during the course of any school year. Despite these high prevalence rates, the…

To date, treatment plan implementation (TPI) monitoring and feedback methods have increased teacher TPI levels in single-subject designs and a randomized field trial. However, when innovative procedures such as these require significant changes in teachers' daily practice, acceptability becomes an important variable, and the extent to which…

Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of…

This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI) framework for the previous 5 years. The authors used focus groups and interviews to examine special education teachers' perceptions of RTI. In…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The purpose of this study was to determine to what extent struggling readers in the middle school (Grades 6-8) respond to interventions implemented through the response to intervention (RtI) model after being identified as having deficits in reading comprehension and fluency. The study examined progress of struggling sixth-grade students…

There has been a growing concern amongst educational stakeholders concerning the over identification of students with specific learning disabilities. The reauthorization of the Individuals with Disabilities Education improvement ACT in 2004 launched a response to intervention (RTI) process mandated early interventions for struggling students…

This White Paper project was undertaken to address the Learning Disabilities Association of America (LDA) concerns regarding the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 statutory and regulatory requirements for the identification of Specific Learning Disabilities (SLD), and the subsequent U. S. Department of…