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| Fuchs, Douglas | 2 |
| Fuchs, Lynn S. | 1 |
| Mock, Devery | 1 |
| Morgan, Paul L. | 1 |
| Young, Caresa L. | 1 |
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| Journal Articles | 2 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
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Direct linkFuchs, Lynn S.; Fuchs, Douglas – School Psychology Review, 2006
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has…
Descriptors: Intervention, Learning Disabilities, Researchers, Prevention
Peer reviewedFuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L. – Learning Disabilities: Research & Practice, 2003
This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
