Description
Fuchs, L.S., & Fuchs, D. (2006). A framework for building capacity for responsiveness to intervention. School Psychology Review, 35(4), 621-626.
This article provides a commentary discussing 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 emerged as a promising model of service delivery at the elementary grades, with behavior and reading receiving the greatest amount of systematic attention by researchers and practitioners.
States
- National
Descriptors
- RtI
- SLD
- LD
Targeted Recipients
- Community-Based Recipients
- Families
- Federal Government Agencies
- Local Agency Administrators
- National/Federal/Regional Agency Staff
- National/Regional Agencies
- Parent Organization/PTI/CPRC
- Personnel Development Staff
- Service Providers
- State Agency Staff
- State Education Advisory Panel and ICC
TA&D Categories
- D. Develop product(s)
- G. Information/research
Funding Sources
- Center
Center Contact
- Barbara Starrett
- starrett@ku.edu