Child Development Perspectives · 2009 · 520 citations · 41 references
EducationEducational AssessmentSpecial EducationLearning DisabilitiesResponse To InterventionSpecial Education PolicyAcademic InterventionDisability AssessmentIdentification Of Learning DisabilitiesService Delivery ModelsSpecial Educational NeedsUniversal ScreeningAssessmentsCognitive SkillsEducational Service Delivery ModelsIdentification ProcessesProgress MonitoringResponse To Intervention AssessmentResponse To Intervention ImplementationResponse To Intervention Screening
RTI models aim to improve academic and behavioral outcomes for all students, and their use for identifying learning disabilities marks a controversial shift from traditional cognitive discrepancy approaches. This review examines the advantages and challenges of RTI‑based service delivery for preventing and remediating academic difficulties and for providing data to identify learning disabilities. The authors synthesize evidence on RTI processes, including screening, progress monitoring, evidence‑based interventions, and schoolwide coordination of multitiered instruction. RTI has the potential to integrate general and special education and to inform new research and policy directions, but significant scaling challenges remain and further study of its use for identification is needed.
We address the advantages and challenges of service delivery models based on student response to intervention (RTI) for preventing and remediating academic difficulties and as data sources for identification for special education services. The primary goal of RTI models is improved academic and behavioral outcomes for all students. We review evidence for the processes underlying RTI, including screening and progress monitoring assessments, evidence-based interventions, and schoolwide coordination of multitiered instruction. We also discuss the secondary goal of RTI, which is to provide data for identification of learning disabilities (LDs). Incorporating instructional response into identification represents a controversial shift away from discrepancies in cognitive skills that have traditionally been a primary basis for LD identification. RTI processes potentially integrate general and special education and suggest new directions for research and public policy related to LDs, but the scaling issues in schools are significant and more research is needed on the use of RTI data for identification.
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