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Abstract
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, models of RTI that can be used by school systems and the topic of RTI is frequently written about in educational journals and spoken about at professional conferences. The purpose of this article is to provide the reader with a summary of the research base related to the typical components of the RTI process, as well as the evidence base for RTI when implemented in its entirety.
Notes
The development of this work was supported in part by the RTI Action Network, a program of the National Center for Learning Disabilities, Inc.