The Impact of Initial Level of Performance on Multidisciplinary Team Eligibility Decisions When Using Response to Intervention
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| Title: | The Impact of Initial Level of Performance on Multidisciplinary Team Eligibility Decisions When Using Response to Intervention |
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| Language: | English |
| Authors: | Michael J. Boneshefski (ORCID |
| Source: | Learning Disabilities Research & Practice. 2024 39(1):18-25. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 |
| Descriptors: | Intervention, Special Education, Interdisciplinary Approach, Decision Making, Elementary School Students, Grade 2, Grade 3, Learning Disabilities, Students with Disabilities, Student Reaction, Word Recognition, Speed Reading |
| DOI: | 10.1177/09388982231222056 |
| ISSN: | 0938-8982 1540-5826 |
| Abstract: | When using response to intervention (RTI) for special education eligibility decisions, multidisciplinary teams (MDTs) may use performance level and rate of improvement (ROI) as two metrics when evaluating student responsiveness. Although examining student responsiveness to instruction is a critical component of an evaluation using RTI, previous research suggests that final level of performance is the main factor in MDT decisions. ROI is influenced by pre-intervention performance and is also inherently captured in students' postintervention level, potentially limiting ROI's utility as a distinct indicator of performance. To address these issues with ROI, this study examined whether initial performance level and ROI improve actual MDT decisions about special education eligibility beyond the final level of performance. Results indicate that initial level of performance and ROI add no additional value to predicting MDT's eligibility decisions when using RTI despite identified students having significantly lower initial performance levels and lower ROIs than their nonidentified peers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449692 |
| Database: | ERIC |
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| Abstract: | When using response to intervention (RTI) for special education eligibility decisions, multidisciplinary teams (MDTs) may use performance level and rate of improvement (ROI) as two metrics when evaluating student responsiveness. Although examining student responsiveness to instruction is a critical component of an evaluation using RTI, previous research suggests that final level of performance is the main factor in MDT decisions. ROI is influenced by pre-intervention performance and is also inherently captured in students' postintervention level, potentially limiting ROI's utility as a distinct indicator of performance. To address these issues with ROI, this study examined whether initial performance level and ROI improve actual MDT decisions about special education eligibility beyond the final level of performance. Results indicate that initial level of performance and ROI add no additional value to predicting MDT's eligibility decisions when using RTI despite identified students having significantly lower initial performance levels and lower ROIs than their nonidentified peers. |
|---|---|
| ISSN: | 0938-8982 1540-5826 |
| DOI: | 10.1177/09388982231222056 |
