Content area
Full text
Abstract
Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is described, and the research base describing its rationale and outcomes is reviewed. Finally, a description of how RTI has been and can continue to be adopted and researched in Canada is provided.
Résumé
Basé sur les défis avec le modèle traditionnel de Psychologie en Éducation, la réponse à l'intervention (RTI) a été avancée comme un modèle d'éligibilité pour prise de décisions et de livraison de service de l'enseignement spécialisé qui peut adresser les désavantages des modèles d'évaluations traditionnels et qui en résulte dans les issues améliorées pour les étudiants. Dans cet article, le modèle de RTI est décrit, et la recherche qui décrit son raisonnement et les issues est examinée. Enfin, une description de comment RTI a été et peut continuer d'être adopté et évalué est fourni.
Keywords
response to intervention, Canada, three-tier model, prevention, intervention, schoolwide intervention, progress monitoring, academics, research
In Canada today, schools are bombarded with demands to do more in an environment where time and resources are already stretched to capacity (Naylor, 2002). Given that the vast majority of the average Canadian school psychologist's time is spent conducting psychoeducational assessments for special education services (Saklofske et al., 2007), it is worthwhile to assess the extent to which these activities are the most effective use of time and resources to improve outcomes for students. A rising dissatisfaction with the traditional model of assessment and service delivery has caused many to question this role in search of more proactive, intervention-based approaches. Within this evolving process, there is the promise of a changing role of the school psychologist-from that of a gatekeeper to a dynamic agent of change in the school system. Response to intervention (RTI) is a promising model of service delivery and special education identification. The purpose of this article is to describe the challenges associated with the traditional model, define the principles and evidence base of the RTI model, and provide considerations for broader...