Response to Intervention in Canada: Definitions, the Evidence Base, and Future Directions

  title={Response to Intervention in Canada: Definitions, the Evidence Base, and Future Directions},
  author={Kent McIntosh and Leslie D. Mackay and Theresa E. Andreou and Jacqueline A. Brown and Susannah Phillips Mathews and Carmen Gietz and Joanna L. Bennett},
  journal={Canadian Journal of School Psychology},
  pages={18 - 43}
Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is described, and the research base describing its rationale and outcomes is reviewed. Finally, a description of how RTI has been and can continue to be… Expand
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