Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs

REFERENCES

• Bender, W. N., & Shores, C. F. (2007). The best of Corwin: Response to Intervention. In W. Bender & C. Shores (Eds.), Response to Intervention: A practical guide for every teacher (pp. 1–16). Thousand Oaks, CA: Corwin.
   Google Scholar
• Bennett, S. V. (2012). Effective facets of a field experience that contributed to eight pre-service teachers’ developing understandings about culturally responsive teaching. Urban Education, 48(3), 380–419.
   Web of Science ®Google Scholar
• Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85–95.
   PubMed Web of Science ®Google Scholar
• Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38(6), 485–486.
   PubMed Web of Science ®Google Scholar
• Bradley, R., Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997-2007. Teaching Exceptional Children, 39(5), 8–12.
   Google Scholar
• Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357–377.
   Web of Science ®Google Scholar
• Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43(1), 3–11.
   Web of Science ®Google Scholar
• Cavendish, W., & Espinosa, A. (2013). Teacher preparation for student diversity and disabilities: Changing roles in response to intervention models. Advances in Special Education, 25, 189–205.
   Google Scholar
• Chamberlain, S. P. (2009). An interview with Diane P. Bryant and Manual Barrera: Changing roles for educators within the framework of response-to-intervention. Intervention in School and Clinic, 45(1), 72–79.
   Web of Science ®Google Scholar
• Compton, D. L., Gilbert, J. K., Jenkins, J. R., Fuchs, D., Fuchs, L. S., Cho, E., .. Bouton, B. D. (2012). Accelerating chronically unresponsive children to Tier 3 instruction: What level of data is necessary to ensure selection accuracy? Journal of Learning Disabilities, 45, 204–216.
   PubMed Web of Science ®Google Scholar
• Conderman, G., & Johnston-Rodriguez, S. (2009). Beginning teachers’ views of their collaborative roles. Preventing School Failure, 53(4), 235–244.
   Google Scholar
• Conderman, G., Johnston-Rodriguez, S., Hartman, P., & Walker, D. (2013). Honoring voices from beginning special educators for making changes in teacher preparation. Teacher Education and Special Education, 36(1), 65–76.
   Web of Science ®Google Scholar
• Crowe, E. (2010). Measuring what matters: A stronger accountability model for teacher education. Retrieved from http://www.americanprogress.org/events/2010/07/Measuring.html
   Google Scholar
• Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities, 45, 232–243.
   PubMed Web of Science ®Google Scholar
• Dupuis, S. (2010). Elementary teachers’ perspectives of the implementation of response to intervention and special education rates (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (AAT 3397135)
   Google Scholar
• Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99.
   Web of Science ®Google Scholar
• Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301–323.
   Web of Science ®Google Scholar
• Fuchs, L. S., & Vaughn, S. (2012). Responsiveness-to-intervention: A decade later. Journal of Learning Disabilities, 45(3), 195–203.
   PubMed Web of Science ®Google Scholar
• Gerber, M. (2005). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities, 38(6), 516–524.
   PubMed Web of Science ®Google Scholar
• Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to intervention and multitier intervention for reading in the primary grades: A practice guide (NCEE 2009–4045). Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
   Google Scholar
• Greenfield, R., Rinaldi, C., Proctor, C. P., & Cardarelli, A. (2010). Teachers’ perceptions of a response to intervention (RTI) reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(1), 47–63. doi:10.1177/1044207310365499
   Web of Science ®Google Scholar
• Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice teacher preparation for inclusion: An exploration of higher education teacher-training institutions. Remedial and Special Education, 31(1), 24–33.
   Web of Science ®Google Scholar
• Hazelkorn, M., Bucholz, J. L., Goodman, J. I., Duffy, M. L., & Brady, M. P. (2010). Response to intervention: General or special education? Who is responsible? The Educational Forum, 75(1), 17–25.
   Google Scholar
• Heritage, M. (2007). What do teachers need to know and do?. Phi Delta Kappan, 89(2), 140–145.
   Web of Science ®Google Scholar
• Hilton, A. (2007). Response to intervention: Changing how we do business. Leadership, 36(4), 16–19.
   Google Scholar
• Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004).
   Google Scholar
• Kavale, K. A., & Spaulding, L. S. (2008). Is response to intervention good policy or specific learning disability? Learning Disabilities Research & Practice, 23(4), 169–179.
   Google Scholar
• Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117.
   Web of Science ®Google Scholar
• Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision making with high-incidence disabilities: The Minneapolis experience [Electronic version]. Learning Disabilities Research & Practice, 18, 187–200.
   Google Scholar
• Mayo, J. A. (2002). Case-based instruction: A technique for increasing conceptual application in introductory psychology. Journal of Constructive Psychology, 15(1), 65–74.
   Web of Science ®Google Scholar
• McCombes-Tolis, J., & Spear-Swerling, L. (2011). The preparation of preservice elementary educators in understanding and applying the terms, concepts, and practices associated with response to intervention in early reading contexts. Journal of School Leadership, 21, 360–389.
   Google Scholar
• Mitchell, S. N., Reilly, R. C., Logue, M. E. (2009). Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education, 25(2), 334–349.
   Web of Science ®Google Scholar
• National Center on Response to Intervention. (2009). RTI glossary of terms. Retrieved from the National Center on Response to Intervention Web site: http://www.rti4success.org/pdf/glossary_of_terms_031910.pdf
   Google Scholar
• National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Committee on the Study of Teacher Preparation Programs in the United States: Division of Behavioral, Social Sciences, and Education. Washington, DC: National Academies Press.
   Google Scholar
• No Child Left Behind of 2001, 20 U.S.C. 70 § 6301 et seq. (2002).
   Google Scholar
• Ng, W., Nicholas, H., & Williams, A. (2010). School experiences influences on pre-service teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278–289.
   Web of Science ®Google Scholar
• Otaiba, S. A. (2005). Response to early literacy instruction: Practical issues for early childhood personnel preparation. Journal of Early Childhood Teacher Education, 25, 201–209.
   Google Scholar
• Pugach, M. C., & Blanton, L. P. (2012). Enacting diversity in dual certification programs. Journal of Teacher Education, 63(4), 254–267.
   Web of Science ®Google Scholar
• Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41, 323–339.
   Google Scholar
• Spear-Swerling, L., & Cheesman, E. (2012). Teachers’ knowledge based for implementing response-to-intervention models in reading. Reading and Writing, 25, 1691–1723.
   Web of Science ®Google Scholar
• Thomson Reuters. (2013). Journal citation reports. Retrieved from http://www.thomsonreuters.com
   Google Scholar
• Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries, and researchers. British Educational Research Journal, 36(2), 299–316.
   Web of Science ®Google Scholar
• Vaughn, S., Wanzek, J., Murray, C. S., Scammacca, N., Linan-Thompson, S., & Woodruff, A. L. (2009). Response to early reading intervention examining higher and lower responders. Council for Exceptional Children, 75(2), 165–183.
   Web of Science ®Google Scholar
• Wanzek, J., & Vaughn, S. (2011). Is a three-tier intervention model associated with reduced placement in special education? Remedial and Special Education, 32(2), 167–175.
   Web of Science ®Google Scholar
• Yell, M. L., & Drasgrow, E. (2007). Assessment for eligibility under IDEIA and the 2006 regulations. Assessment for Effective Intervention, 32(4), 202–213. doi:10.1177/153450840703200402
   Google Scholar