responsiveness to intervention

11

Responsiveness-To-Intervention: Responsiveness-To-Intervention: A New Method of Identifying A New Method of Identifying

Students with DisabilitiesStudents with Disabilities

Responsiveness-To-Intervention: Responsiveness-To-Intervention: A New Method of Identifying A New Method of Identifying

Students with DisabilitiesStudents with Disabilities

Douglas Fuchs, Lynn Fuchs, Donald Compton and Joan Bryant

Peabody College, Vanderbilt Universityand

National Research Center on Learning Disabilities

www.nrcld.org

http://www.nrcld.org/



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Criticisms of Current Learning Criticisms of Current Learning Disabilities DefinitionDisabilities Definition

Criticisms of Current Learning Criticisms of Current Learning Disabilities DefinitionDisabilities Definition

Too many children are inappropriately identified

Many children are classified as LD without participating in effective reading instruction in the regular classroom

Too costly

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Criticisms of IQ-Achievement Criticisms of IQ-Achievement DiscrepancyDiscrepancy

Criticisms of IQ-Achievement Criticisms of IQ-Achievement DiscrepancyDiscrepancy

IQ tests do not necessarily measure intelligence IQ and academic achievement are not

independent of each other In the case of word reading skill deficits, IQ-

achievement discrepant poor readers are more alike than different from IQ-achievement consistent poor readers

Children must fail before they can be identified with a learning disability

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OSEP LD InitiativeOSEP LD Initiative

WorkgroupWorkgroup Commissioned papersCommissioned papers LD SummitLD Summit Researcher RoundtableResearcher Roundtable Finding Common Ground RoundtableFinding Common Ground Roundtable Funding the National Research Center on Funding the National Research Center on

Learning Disabilities (NRCLD)Learning Disabilities (NRCLD) Work with RRCsWork with RRCs

55

Researcher RoundtableResearcher Roundtable

Response To Intervention:Response To Intervention: There should be alternate ways to identify individuals with There should be alternate ways to identify individuals with

SLD in addition to achievement testing, history, and SLD in addition to achievement testing, history, and observations of the child. Response to quality intervention is observations of the child. Response to quality intervention is the most promising method of alternate identification and can the most promising method of alternate identification and can both promote effective practices in schools and help to close both promote effective practices in schools and help to close the gap between identification and treatment. Any effort to the gap between identification and treatment. Any effort to scale up response to intervention should be based on problem scale up response to intervention should be based on problem solving models that use progress monitoring to gauge the solving models that use progress monitoring to gauge the intensity of intervention in relation to the student’s response to intensity of intervention in relation to the student’s response to intervention. Problem solving models have been shown to be intervention. Problem solving models have been shown to be effective in public school settings and in research.effective in public school settings and in research.

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What is the Responsiveness To Intervention What is the Responsiveness To Intervention Approach to Identification?Approach to Identification?

What is the Responsiveness To Intervention What is the Responsiveness To Intervention Approach to Identification?Approach to Identification?

Many (all?) children in a class, school, or district are tested by one-point-in-time test administration or by repeated measurement in a circumscribed period.

“At-risk” students are identified for intervention on the basis of their performance level or growth rate or both.

Intervention is implemented and students are tested following, or throughout, the intervention period.

Those who do not respond (“treatment resisters”) are identified as requiring:

─ Multi-disciplinary team evaluation for possible disability certification and special education placement, OR

─ More intensive intervention(s).

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

Intensive Needs

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

SUPPORT

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Advantages of Advantages of Responsiveness-To-Intervention ApproachResponsiveness-To-Intervention Approach

Advantages of Advantages of Responsiveness-To-Intervention ApproachResponsiveness-To-Intervention Approach

Provides assistance to needy children in timely fashion. It is NOT a wait-to-fail model.

Helps ensure that the student’s poor academic performance is not due to poor instruction.

Assessment data are collected to inform the teacher and improve instruction. Assessments and interventions are closely linked.

In some responsiveness-to-intervention models (e.g., Heartland, IA; Minneapolis, MN; Horry Co., SC), nonresponders are not given labels, which are presumed to stigmatize and to represent disability categories (e.g., LD, BD, MR) that have little instructional validity.

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ResearchResearch− State of statesState of states− Identification methodsIdentification methods

Technical AssistanceTechnical Assistance RRC WorkRRC Work www.nrcld.orgwww.nrcld.org

National Research Center on National Research Center on Learning DisabilitiesLearning Disabilities

1010

A Work in ProgressA Work in ProgressOperationalizing the Operationalizing the Standard Standard Treatment Protocol Approach To Treatment Protocol Approach To Responsiveness-To-InterventionResponsiveness-To-Intervention

A Work in ProgressA Work in ProgressOperationalizing the Operationalizing the Standard Standard Treatment Protocol Approach To Treatment Protocol Approach To Responsiveness-To-InterventionResponsiveness-To-Intervention

1111

Four Step ProcessFour Step ProcessFour Step ProcessFour Step Process Step 1: Screening (Responsibility: General

Education and Special Education)

Step 2a: Implementing General Education (Tier 1; Responsibility: General Education)

Step 2b: Monitoring Responsiveness to General Education (Responsibility: General Education and Special Education)

1212

Four Step Process (continued)Four Step Process (continued)

Step 3a: Implementing a Supplementary, Diagnostic Instructional Trial (Tier 2; (Responsibility: General Education and Special Education)

Step 3b: Monitoring Responsiveness to a Supplementary, Diagnostic Instructional Trial (Tier 2; Responsibility: General Education and Special Education)

Step 4: Designation of Disability, Classification of Disability, and Special Education Placement (Responsibility: Special Education)

1313

What does this look like?What does this look like?

Case StudiesCase Studies

What does this look like?What does this look like?

Case StudiesCase Studies

1717

Frequently Asked Questions Frequently Asked Questions

Will this process delay identification? Will this process delay identification? Does each child have to go through RTI or can Does each child have to go through RTI or can

a child have a traditional assessment? a child have a traditional assessment? What will be required for professional What will be required for professional

development? development? Who is responsibility for the various activities Who is responsibility for the various activities

required to implement RTI as a method of LD required to implement RTI as a method of LD identification? identification?

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Frequently Asked Questions Frequently Asked Questions (continued)(continued)

How long will the Step 4 evaluation be and what How long will the Step 4 evaluation be and what professional is likely to give the Step 4 assessment? professional is likely to give the Step 4 assessment?

What proportion of students is likely to be identified What proportion of students is likely to be identified as at risk (for Tier 1 monitoring) and for the Tier 2 as at risk (for Tier 1 monitoring) and for the Tier 2 diagnostic trial? diagnostic trial?

Are there schools currently implementing RTI as a Are there schools currently implementing RTI as a method of LD identification and, if so, how can I find method of LD identification and, if so, how can I find learn more about their methods? learn more about their methods?

1919

QuestionsQuestions

2020

Special-ed-like instruction Special-ed-like instruction MacMaster/FuchsMacMaster/Fuchs

Immediate corrective feedbackImmediate corrective feedback Mastery of content before moving on Mastery of content before moving on More time on difficult activitiesMore time on difficult activities More opportunities to respondMore opportunities to respond Fewer transitionsFewer transitions Setting goals and self monitoringSetting goals and self monitoring Special relationship with tutorSpecial relationship with tutor