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

doi:10.1177/0829573511400857

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

Psychology

University of British Columbia

Research output: Contribution to journal › Article › peer-review

30 Scopus citations

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 language	English
Pages (from-to)	18-43
Number of pages	26
Journal	Canadian Journal of School Psychology
Volume	26
Issue number	1
DOIs	https://doi.org/10.1177/0829573511400857
State	Published - Mar 2011

Keywords

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

Access to Document

10.1177/0829573511400857

Cite this

@article{968fe0fc89da444c9a3f71eabca07c0f,

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

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.",

keywords = "Canada, academics, intervention, prevention, progress monitoring, research, response to intervention, schoolwide intervention, three-tier model",

author = "Kent McIntosh and MacKay, {Leslie D.} and Theresa Andreou and Brown, {Jacqueline A.} and Susanna Mathews and Carmen Gietz and Bennett, {Joanna L.}",

year = "2011",

month = mar,

doi = "10.1177/0829573511400857",

language = "English",

volume = "26",

pages = "18--43",

journal = "Canadian Journal of School Psychology",

issn = "0829-5735",

publisher = "SAGE Publications Ltd",

number = "1",

}

TY - JOUR

T1 - Response to Intervention in Canada

T2 - Definitions, the Evidence Base, and Future Directions

AU - McIntosh, Kent

AU - MacKay, Leslie D.

AU - Andreou, Theresa

AU - Brown, Jacqueline A.

AU - Mathews, Susanna

AU - Gietz, Carmen

AU - Bennett, Joanna L.

PY - 2011/3

Y1 - 2011/3

N2 - 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.

AB - 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.

KW - Canada

KW - academics

KW - intervention

KW - prevention

KW - progress monitoring

KW - research

KW - response to intervention

KW - schoolwide intervention

KW - three-tier model

UR - http://www.scopus.com/inward/record.url?scp=79953065874&partnerID=8YFLogxK

U2 - 10.1177/0829573511400857

DO - 10.1177/0829573511400857

M3 - Article

AN - SCOPUS:79953065874

SN - 0829-5735

VL - 26

SP - 18

EP - 43

JO - Canadian Journal of School Psychology

JF - Canadian Journal of School Psychology

IS - 1

ER -

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

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this