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Cited by 86Behavioral and Psychological StudiesReading and Literacy DevelopmentEducational Assessment and Improvement

The Emergence and Possible Futures of Response To Intervention

VanDerHeyden, Amanda M., Witt, Joseph C., Barnett, David W.·2005·Journal of Psychoeducational Assessment
DOI 10.1177/073428290502300404
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Abstract

Response to intervention (RTI) has emerged as a promising, but possibly vulnerable, alter native to the current model of identification and eligibility assessment in special education. Nested within a simple and compelling struc ture for RTI are many questions and chal lenges that make its future as "policy" at-risk unless these issues can be satisfactorily resolved. As it stands, RTI is likely to improve many decisions about educational interven tions, especially when combined with universal screening procedures. In a full RTI implemen tation, potential benefits may include (a) increased achievement schoolwide, because struggling children are identified proactively and immediate help is provided to determine whether or not more intensive help is needed, as well as (b) a coherent and flexible system of services. Whereas many of the components of RTI are well established, RTI needs further operationalization, development, standardiza tion, and field-testing. All first- and second- grade children ( N = 182 children; 364 poten tial reading or math cases) at an elementary school were screened using four measures (curriculum-based measurement, Brigance subtests, state reading test, and teacher identi fication). Decision rules were applied to the screening data to select those children who were at-risk academically. Each of these chil dren ( n = 101 reading and math cases) partici pated in an individual curriculum-based assess ment (CBA) in reading or math. Of these cases, 32 met criteria to participate in individ ual intervention (16 math and 16 reading interventions). Standard protocol intervention was implemented for 5 to 9 intervention ses sions or until children met intervention suc cess criteria. All second-grade children were administered the Iowa Test of Basic Skills. Data were generated to examine various criteria for judging intervention responsiveness and to raise empirical questions about the reliability and accuracy with which decisions could be made under an RTI model.

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  • Ardoin developed aim lines by using each student's median baseline score as the aim line start point and calculated the end point of the aim line by multiplying the number of weeks of intervention implementation by the desired gain per week and adding the product to the start point (using an OLS solution).

    “Ardoin [225] developed aim lines by using each student's median baseline score as the aim line start point and calculated the end point of the aim line by multiplying the number of weeks of intervention implementation by the desired gain per week and adding the product to the start point (using an OLS solution).”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [225]

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Authors
VanDerHeyden, A. M., Witt, J. C., & Barnett, D. W.
Affiliations
  • University of California, Santa Barbara (US)
  • Louisiana State University (US)
  • University of Cincinnati (US)
ORCID
Barnett, David W.
Venue
Journal of Psychoeducational Assessment
Publisher
SAGE Publications
Published
2005-12
Volume
23
Issue
4
Pages
339-361
ISSN
  • 0734-2829 (ISSN-L)
  • 1557-5144
DOI
10.1177/073428290502300404
OpenAlex
W2095398600
Cited by
86
References
30
Citations by year
2024: 1 · 2022: 2 · 2021: 3 · 2020: 1 · 2019: 5 · 2018: 1 · 2017: 2 · 2016: 1 · 2015: 3 · 2014: 4 · 2013: 14 · 2012: 8
FWCI
11.40
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Journal of Psychoeducational Assessment (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 › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Keywords
Response to Intervention, universal screening, curriculum-based measurement, at-risk students, responsiveness to intervention, decision rules, second grade students, Iowa Tests of Basic Skills

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