Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis.

In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so it is necessary to understand the knowledge they have about the structure of RTI in their individual schools.

The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability.

The purpose of this study was to examine the promise and feasibility of a newly developed curriculum to teach early literacy skills to students with intellectual disability (ID) and students with low IQs. The curriculum texts were written to include familiar settings, high frequency words, natural syntax, and cumulative practice. A single-case design was used with multiple baseline across levels of instruction and included eight participants who had IQs spanning from 40 to 63.

Development and psychometric validation of a child Racial Attitudes Index (RAI).

The Racial Attitudes Index (RAI) measures a child's racial attitudes. Designed for children aged 5-9 years, the RAI is delivered over the Internet using Audio Computer Assisted Self-Interviewing (ACASI). Unlike traditional binary forced-choice instruments, the RAI uses an expanded response format permitting a more nuanced understanding of patterns of children's racial attitudes.

Response to Intervention.

The purpose of this interdisciplinary paper is to describe Response to Intervention (RTI), or multi-tier systems of support, for early literacy to improve reading outcomes for students with or at risk for reading disability. First we review the current US policy on RTI for the purpose of early literacy intervention and for identification of reading disabilities. We situate this within recent efforts in developing countries supported by the World Bank and the Early Grade Reading Assessments.

Depressed adolescents and comorbid psychiatric disorders: are there differences in the presentation of depression?

Patterns and correlates of comorbidity, as well as differences in manifest depressive profiles were investigated in a sample of depressed adolescents. A sub-sample of the youth were characterized as belonging to either a Pure depression group, an Internalizing group (depression and co-occurring internalizing disorders), or an Externalizing group (depression and co-occurring externalizing disorders). Item response theory (IRT) and differential item functioning (DIF) were used to assess whether the depressed adolescents from the different comorbidity groups presented with different depressive symptoms.

Federal demonstration funds at the interface of mental health and criminal justice.

A jail diversion program was implemented for offenders with co-occurring mental health and substance abuse disorders (COD) in Lane County, Oregon. This paper discusses whether the program resulted in any sustained community service systems change. Interviewees were asked questions about any systems-level changes that interviewees were aware of in corrections, criminal justice, or treatment where offenders with COD were involved.

Supported employment outcomes across a decade: is there evidence of improvement in the quality of implementation?

There is little question that the strategies used to improve supported employment outcomes, namely higher wages and higher levels of integration, have changed since the mid-1980s. Innovations of natural supports and employer leadership have helped increase the capacity of provider agencies and the business community to include people with disabilities in the workforce. This report is the sixth in a series that focuses on features of natural supports and its relationship to outcomes.