A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education

The purpose of this study was to examine the effects of implementation of a systematic response to intervention (RTI) model on the identification and evaluation of children for special education. Using a multiple baseline design, a systematic model of assessment and intervention was introduced in co...

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Bibliographic Details
Published in:Journal of school psychology 2007-04, Vol.45 (2), p.225-256
Main Authors: VanDerHeyden, Amanda M., Witt, Joseph C., Gilbertson, Donna
Format: Article
Language:English
Subjects:
Cost Effectiveness
Decision Making
Early Intervention
Elementary Schools
Ethnicity
Evaluation Methods
Identification
Outcomes of Education
Problem solving model
Program Evaluation
Response to intervention
School Districts
Sex
Special Education
Standard protocol model
Training Methods
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Summary:The purpose of this study was to examine the effects of implementation of a systematic response to intervention (RTI) model on the identification and evaluation of children for special education. Using a multiple baseline design, a systematic model of assessment and intervention was introduced in consecutive years for all elementary schools ( N = 5) in the district. Effect of the RTI model on number of evaluations conducted, percentage of evaluated children who qualified for services, and proportion of identified children by sex and ethnicity before and after implementation of the model was examined. Additionally, outcomes for children who did not have an adequate response to intervention versus those who were at-risk but responded successfully to short-term intervention were examined. A cost analysis of use of the model was provided. The degree to which data obtained were used by the decision-making team was also examined. The assessment and intervention procedures, decision rules, and schoolwide training methods are described in detail and practical implications are discussed.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2006.11.004