Defining RtI

[For an explanation of these three models, refer to NASDSE's book "Intervention Response", pages 7 to 8 and pages 21 to 22.

The RtI model we are using today is born of years of research. In particular, the three models will affect the current thinking and implementation of RTI.

John Bergan's consulting model uses a case-by-case approach to problem solving. A consultant (usually a psychologist) cooperates with a classroom teacher to identify the problem, analyze the cause of the problem, implement the intervention, and monitor its effectiveness. In fact, Bergan's model applies to personal problems. There are also some disadvantages, especially when it is passive (eg waiting for problems to occur before the problem is resolved) and it is not very efficient to deal with problems at once.

Stan Deno's problem solving model is similar to Bergan's model in several respects. It shares the same four-step decision logic (what is the problem, why it happens, how to handle it, whether it works or not). In Deno's model, the most frequently considered issues are the basic skills of academic problems. The main supplement provided by Deno's model is a standard approach based on research to monitor students progress in reading and math basic skills. These programs are called course-based measures, and behind them are long research histories. However, Deno's model has the same limitations as Bergan's model.

Sharon Vaughn's three-layer model uses decision makings that are very similar to Deno and Bergan, but some attractive features have been added. First, Vaughn's model includes all students and is aggressive as it systematically prevents them and improves them. Second, Vaughan's model provides an effective structure to provide group-level intervention effective for school group students. Individual intervention can also be used for troubled students. Thirdly, Vaughan's model requires students who rely on general education courses to master basic skills, students who need general education courses and supplements, schools requiring intensive intervention to become skilled Reflects the reality of.

Almost all currently implemented RtI models include the functionality of all three models.

These two models provide science-based interventions to students based on the level of demand that students had previously monitored in the classroom. Reaction to intervention (RTI) is "Providing high-quality guidance and intervention practices suited to the needs of students, monitoring progress, judging changes in guidance and goals, and reacting children's response data to important education It applies to the above decision ". (Batsche et al., 2006). RTI has become a more general model of the two intervention models and is accepted as a new way of thinking for early intervention and identification of children's educational obstacles in most US schools. In the RTI method, we consider the difficulties of the students' school by evaluating the student's environment, and immediately intervene when the students become difficult with symptoms, lack of attention, or academic problems.

Response to intervention (RTI) is a relatively new way to identify students with increasing academic interest. RTI emphasizes "student achievement rather than student deficit" by more directly and directly supporting the student's academic needs by selecting students early in kindergarten (Kavale, Holdnack, & Mostert, 2005; Vaughn & Fuchs, 2003). This strategy is used to identify and provide early intervention so that academically struggling students can progress with participation in the general education program. Additional academic support will be offered to students who do not respond to traditional teaching through the use of individualized group-based instruction provided by the teacher using research-based strategies. If you are a student