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Download full textPatrikakou, Eva; Ockerman, Melissa S.; Hollenbeck, Amy Feiker – Professional Counselor, 2016
As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are well-positioned to take a leadership role. The present research study examines how school counselors across the nation perceived their training and knowledge of RTI, as well as their confidence in its implementation. Results indicate that…
Descriptors: Response to Intervention, Program Implementation, School Counselors, Counselor Attitudes
Direct linkCourtade, Ginevra R.; Test, David W.; Cook, Bryan G. – Research and Practice for Persons with Severe Disabilities, 2014
Because of their highly intensive and variable learning needs, learners with severe intellectual disability present significant challenges to special educators and other stakeholders in terms of selecting and implementing effective instructional practices. Although scholars have made considerable progress in conducting and synthesizing research…
Descriptors: Evidence, Best Practices, Severe Mental Retardation, Disability Identification
Thatcher, Julie; Portman, Tarrell Awe Agahe; Williams-Viviani, Anna M. – Journal of School Counseling, 2009
Self-mutilation is a prevalent concern, particularly for adolescents. School counseling programs can play an important role in the recognition, prevention, and intervention of self-mutilation. This study reviews current literature on adolescent self-mutilation, prevention, and treatment suggestions offered school counseling program personnel. Also…
Descriptors: Counseling Services, Intervention, Prevention, Program Implementation
Bocala, Candice; Mello, Daniel; Reedy, Kristin; Lacireno-Paquet, Natalie – Regional Educational Laboratory Northeast & Islands, 2009
Response to intervention (RTI) is an approach to instruction, assessment, and intervention that enables early identification of students who are experiencing academic or behavioral difficulties. The jurisdictions served by the Regional Educational Laboratory Northeast and Islands expressed interest in a study of whether and how state education…
Descriptors: Early Intervention, Learning Disabilities, Instructional Improvement, State Departments of Education
Hughes, Charles A.; Dexter, Douglas D. – Theory Into Practice, 2011
Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…
Descriptors: Evidence, Early Intervention, Learning Disabilities, Response to Intervention
Stepanek, Jennifer; Peixotto, Kit – Regional Educational Laboratory Northwest, 2009
Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…
Descriptors: Student Needs, Intervention, Academic Achievement, Learning Disabilities
O'Connor, Anne – B. C. Journal of Special Education, 1980
The article discusses the purposes of early screening for disabilities and examines some of the issues involved in implementing a successful program. Weaknesses in existing procedures are discussed and programs existing in the Canadian provinces are mentioned with brief reference to some existing practices in the lower mainland. (Author/CL)
Descriptors: Disabilities, Disability Identification, Early Childhood Education, Program Effectiveness
Peer reviewedDean, Vincent J.; Burns, Matthew K. – Learning Disability Quarterly, 2002
The use of the processing component for learning disabilities (LD) definitions is discussed by examining its theoretical basis, large-scale implementation, and researched classroom effectiveness. Results indicate the processing definition of LD does not differentiate students with LD from low achievers, is inconsistently implemented, and does not…
Descriptors: Classification, Clinical Diagnosis, Cognitive Processes, Definitions
Peer reviewedScruggs, Thomas E.; Mastropieri, Margo A. – Learning Disability Quarterly, 2002
This article reviews problems in identification of learning disabilities and considers proposed alternatives to present procedures. It argues that the major problems of over identification, variability, and specificity, can be eliminated by increasing specificity and consistency of state criteria and strict adherence to identification criteria on…
Descriptors: Classification, Clinical Diagnosis, Definitions, Disability Identification
