A Framework for Building Capacity for Responsiveness to Intervention

  title={A Framework for Building Capacity for Responsiveness to Intervention},
  author={Lynn S. Fuchs and Douglas Fuchs},
  journal={School Psychology Review},
  pages={621 - 626}
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has emerged as a promising model of service delivery at the elementary grades, with behavior and reading receiving the greatest amount of systematic… Expand
School Psychologists as Instructional Consultants in a Response-to-Intervention Model
The 2004 authorization of the Individuals with Disabilities Education Improvement Act affords an opportunity to shift the classification of Learning Disabilities (LD) from a “refer-test-place” to aExpand
This qualitative case study explores teacher efficacy in the decision making process within the Response to Intervention (RtI) Framework: from the initial Student Assistance Team (SAT) processExpand
RTI Tier Structures and Instructional Intensity
Response-to-intervention (RTI) frameworks have become increasingly prevalent in schools as an academic and behavioral prevention and intervention organizational approach that emphasizes students'Expand
Elementary Preservice Teachers' Experiences with Response to Intervention
In today's public schools, general education teachers must be adequately prepared to teach students with multiple learning needs, including students who do not speak English, who have identified orExpand
Measuring Response to Early Literacy Intervention With Preschoolers at Risk
Response to intervention (RTI) is characterized as a logical science of decision making that has applicability for early childhood, particularly in the context of multitiered intervention models.Expand
Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices
Examination of elementary pre-service teachers’ perceptions and experiences in a mathematics intervention project (MIP), as part of a university mathematics methods course as related to RTI practices suggests that elementary education programs, and particularly projects such as the MIP, should focus explicitly onRTI practices. Expand
Reading Specialist's Perceptions and Role in Implementing Response to Intervention
Reading Specialist’s Perceptions and Roles in Implementing Response to Intervention by Twyla Jackson Heindl MA, University of Texas at San Antonio, 2006 MS, Southern Illinois University atExpand
Elementary Pre-Service Teacher Knowledge and Transfer of Mathematics Intervention Practices.
The purpose of this study was to examine how elementary pre-service teachers’ transferred mathematics instructional practices learned in a methods course at the university to a field-based classroomExpand
Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students
Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocationalExpand
Response to intervention: are the Emperor's clothes really new?
The Component Model of Reading (CMR) is described in the current paper as an alternative to the discrepancy model and RTI, which consists of three domains, evaluates a poor reader's performance multidimensionally, so the most appropriate instruction for the reader can be designed to ensure reading success. Expand


Integrating Frameworks From Early Childhood Intervention and School Psychology to Accelerate Growth for All Young Children
Knowing what behaviors adults can engage in to accelerate child growth toward desired outcomes is fundamental to achieving the promise of early education and intervention. Once adequateExpand
Addressing School Readiness: Expanding School Psychology in Early Education
Historically, the school psychologist's work in early education has been restricted primarily to providing services to young children with special education needs. A more contemporary model calls forExpand
Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention
Over the last several years, there has been an increased focus on school readiness and supporting children during the preschool years to learn the skills they need to be successful in elementaryExpand
Response to Intervention for Young Children With Extremely Challenging Behaviors: What It Might Look Like
Response to intervention is a framework for organizing planned sequences of prevention and empirically validated interventions ordered by intensity. Plans might increase or decrease in intensityExpand
Developing a General Outcome Measure of Growth in the Cognitive Abilities of Children 1 to 4 Years Old: The Early Problem-Solving Indicator
Proficiency in problem solving is an important outcome in early childhood necessary for cognitive and emotional development. The development of an individual growth and development indicator ofExpand
Assessing Effects of Directive Complexity on Accuracy of Task Completion in English Language Learners
The purpose of the current investigation was to determine if the experimental analysis of antecedent variables conducted in English and in Spanish would identify effective and ineffectiveExpand
PhD, is the Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where she also codirects the Vanderbilt Kennedy Center Reading Clinic
  • Date Accepted: September
  • 2006
Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review
  • 2006
Action Editor: Patricia Snyder Ⅲ
    PhD, is the Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where he also codirects the Vanderbilt Kennedy Center Reading Clinic
    • His research focuses on learning disabilities classification, RTI, and reading instructional methods