Long-Term Results of a Problem-Solving Approach to Response to Intervention: Discussion and Implications
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| Title: | Long-Term Results of a Problem-Solving Approach to Response to Intervention: Discussion and Implications |
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| Language: | English |
| Authors: | Carney, Karen J., Stiefel, Gilbert S. |
| Source: | Learning Disabilities: A Contemporary Journal. 2008 6(2):61-75. |
| Availability: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Kindergarten |
| Descriptors: | Academic Records, Intervention, Educational Objectives, Academic Achievement, High Risk Students, Problem Solving, Referral, Learning Disabilities, Disability Identification, Models, Program Effectiveness, Elementary School Students |
| ISSN: | 1937-6928 |
| Abstract: | Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed to describe their educational outcomes 3.5 school years after their initial referral to IST. Use of this model resulted in an expansion of existing services for students, a permanent intermediate stratum for students at risk. Neither level of program support (Tier I, II, or III) at the end of the study, nor risk for school failure, was predicted based on student gender or reason for referral. Implications are discussed. (Contains 5 tables.) |
| Abstractor: | As Provided |
| Entry Date: | 2008 |
| Accession Number: | EJ804515 |
| Database: | ERIC |
| Abstract: | Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed to describe their educational outcomes 3.5 school years after their initial referral to IST. Use of this model resulted in an expansion of existing services for students, a permanent intermediate stratum for students at risk. Neither level of program support (Tier I, II, or III) at the end of the study, nor risk for school failure, was predicted based on student gender or reason for referral. Implications are discussed. (Contains 5 tables.) |
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| ISSN: | 1937-6928 |
