Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models

• Published in: Journal of Psychoeducational Assessment 2005-12, Vol.23 (4), p.381-394
• Main Authors: Burns, Matthew K., Appleton, James J., Stehouwer, Jonathan D.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Effect Size; Evaluation Methods; Identification; Intervention; Learning Disabilities; Meta Analysis; Special Education; Student Evaluation
• ISSN: 0734-2829; 1557-5144
• DOI: 10.1177/073428290502300406

A responsiveness-to-intervention (RTI) approach to diagnosing LD is a leading alter native to current practice. This study con ducted a meta-analytic review of research on four existing large-scale RTI models and other models implemented for research. Twenty-four effect sizes and unbiased esti mates of effect (UEE) were computed. Results found a larger UEE for studies of existing RTI models than those implemented by university faculty for research, but both were strong. The UEE for student achievement and sys temic outcomes both exceeded 1.0, but the UEE for systemic outcomes among field-based RTI models was nearly twice as large as for stu dent outcomes. Further, RTI models imple mented for research led to an UEE of 1.14 for student outcomes and 0.47 for systemic out comes. The mean percentage of nonrespon ders in the studies was 19.8% (SD= 12.5), and an average of 1.68% (SD = 1.45) of the stu dent population was placed into special edu cation. Implications for practice and future research are included.