Response to Intervention (RTI) Services: An Ecobehavioral Perspective.

J Educ Psychol Consult

Juniper Gardens Children's Project, University of Kansas.

Published: January 2012

School-wide Response to Intervention (RTI) services are growing in prevalence in U.S. schools. Most advanced are RTI programs in elementary schools, with preschool and secondary education programs beginning to discuss, develop, and experiment with school-wide RTI. At its heart, RTI seeks to account for individual differences in student learning success by discovering the instructional situations in which each student learns best and providing them for all who need them. RTI is an early intervening approach to the prevention of learning and behavior problems before they become disabilities later. The implementation of school-wide RTI approaches reorganizes school ecology at multiple levels and when implemented with fidelity, RTI schools have a distinctive "ecological footprint" that differentiates them from traditional, non-RTI schools. Implementers of RTI need consultation that provides them with information on the structure and function of their programs for use in problem solving and decision making. The purpose of this paper is to describe RTI and illustrate an ecobehavioral approach to providing RTI school staff with information they need.

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4026207PMC
http://dx.doi.org/10.1080/10474412.2011.649648DOI Listing

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