Technical Adequacy for Response to Intervention Practices
Abstract
Response-to-intervention (RTI) technical adequacy standards should follow from model purpose, procedural specification, procedural adherence, outcome determination, and subsequent plans. Therefore, RTI raises atypical measurement questions for practice, and, for this reason, it may require hybridized technical adequacy methods. Due to RTI model complexities, and the possibility of many measures and variables used over time to examine functional discrepancies in performance, decision reliability and validity questions require significant attention. Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. We conclude with discussion of how RTI technical adequacy may be simplified.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Fully developed RTI models integrate general and special education to identify and integrate school resources in providing effective instruction and intervention.
“For Wanzek and Cavanaugh [191], fully developed RTI models also integrate general and special education to identify and integrate school resources in providing effective instruction and intervention.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [191]
Wanzek and Cavanaugh found group sizes of three to four students, with increasing amounts of time over the grades (though in smaller bites in the lower grades), increasing intensity by offering additional time or smaller groups with instruction more explicit, practice more repeated, feedback more frequent, and more emphasis on high priority skills.
“They found group sizes of three to four students, with increasing amounts of time over the grades (though in smaller bites in the lower grades), increasing intensity by offering additional time or smaller groups with instruction more explicit, practice more repeated, feedback more frequent, and more emphasis on high priority skills (also see Saez [216]).”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [191]
Cites
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005) · Exceptional Children · doi:10.1177/001440290507100203 · Cited by 3,368 · see citing works
Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2003) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.2003.36-387 · Cited by 351 · see citing works
The Emergence and Possible Futures of Response To Intervention
VanDerHeyden, A. M., Witt, J. C., & Barnett, D. W. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300404 · Cited by 86 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Reliability of Decision-Making Frameworks for Response to Intervention for Reading
Burns, M. K., Scholin, S. E., Kosciolek, S., & Livingston, J. (2010) · Journal of Psychoeducational Assessment · doi:10.1177/0734282909342374 · Cited by 76 · see citing works
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
- Authors
- Barnett, D. W., Elliott, N., Graden, J., Ihlo, T., Macmann, G., Nantais, M., & Prasse, D.
- Affiliations
- University of Cincinnati (US)
- Northern Kentucky Head Start
- Southwest Ohio Special Education Regional Resource Center
- Loyola University
- Corresponding author
- Barnett, David W.
- ORCID
- Barnett, David W.
- Venue
- Assessment for Effective Intervention
- Publisher
- SAGE Publications
- Published
- 2006-10
- Volume
- 32
- Issue
- 1
- Pages
- 20-31
- ISSN
- 1534-5084 (ISSN-L)
- 1938-7458
- OpenAlex
- W2056057210
- Cited by
- 26
- References
- 3
- Citations by year
- 2024: 1 · 2022: 1 · 2019: 1 · 2018: 1 · 2015: 1 · 2014: 1 · 2013: 2 · 2012: 3
- FWCI
- 3.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment for Effective Intervention (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- Response to Intervention, technical adequacy, procedural adherence, decision reliability, decision validity, special education assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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