Response to Intervention in Canada: Definitions, the Evidence Base, and Future Directions

Kent McIntosh, Leslie D. MacKay, Theresa Andreou, Jacqueline A. Brown, Susanna Mathews, Carmen Gietz, Joanna L. Bennett

Research output: Contribution to journalArticlepeer-review

Abstract

Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is described, and the research base describing its rationale and outcomes is reviewed. Finally, a description of how RTI has been and can continue to be adopted and researched in Canada is provided.

Original languageEnglish
Pages (from-to)18-43
Number of pages26
JournalCanadian Journal of School Psychology
Volume26
Issue number1
DOIs
StatePublished - Mar 2011

Keywords

  • academics
  • Canada
  • intervention
  • prevention
  • progress monitoring
  • research
  • response to intervention
  • schoolwide intervention
  • three-tier model

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