The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research on Educational Need and Benefit From Academic Intervention
Abstract
The new Individuals With Disabilities Education Improvement Act (2004) offers local education agencies the choice of using a student's response to intervention (RTI) as a major component to determine eligibility for special education under the category of specific learning disabilities (SLD). Using a RTI model, it is not expected that different students will be identified as SLD than those identified historically. For more than 25 years, accumulated evidence has strongly suggested that most students labeled SLD have been those students with severe educational needs (i.e., have performance discrepancies compared to students in their own communities), regardless of the stated eligibility criterion (e.g., ability–achievement discrepancies). What is unique about RTI is that educational need is a necessary but not sufficient requirement for SLD identification. Students also must not be responding to high-quality general education instruction (i.e., receiving educational benefit). This article first explores the scientific evidence for operationalizing the educational need component using curriculum-based measurement. Second, the use of curriculum-based measurement to assess RTI is presented not only within a special education eligibility process, but also for universal screening and progress monitoring for all students within a three-tier problem-solving model. The article concludes with important research questions within RTI.
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“An attempt to address variable and inaccurate diagnostic practices occurred with the 2004 reauthorization of IDEA, via a specific “disproportionality amendment” and the incorporation of a new choice of diagnostic model, Response to Intervention (RTI) (Bradley, Danielson, and Doolittle 2007; Harris-Murri, King, and Rostenberg 2006; Shinn 2007).”
From Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (2011) · cites this paper as Shinn 2007
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Cites
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Self-citationAssessing Intervention Responsiveness: Conceptual and Technical Issues
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TEACHER EFFICACY WITHIN TIER II OF THE RtI FRAMEWORK
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Metadata
- Authors
- Shinn, M. R.
- Affiliations
- National Louis University (US)
- Corresponding author
- Shinn, Mark R.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2007-12-01
- Volume
- 36
- Issue
- 4
- Pages
- 601-617
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W187514376
- Cited by
- 148
- References
- 22
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2022: 2 · 2021: 3 · 2020: 3 · 2019: 7 · 2018: 5 · 2017: 10 · 2016: 13 · 2015: 15 · 2014: 15 · 2013: 19 · 2012: 15
- FWCI
- 12.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- Response to Intervention, specific learning disabilities, special education eligibility, curriculum-based measurement, educational benefits, at-risk students, progress monitoring, universal screening, ability-achievement discrepancy, Individuals with Disabilities Education Improvement Act
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