Modifying instruction within tiers in multitiered intervention programs

Abstract

Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments within tiers to attempt to forestall the need for moving students to a more intense level of instruction when the student is not making adequate progress. This article provides a simple model for evaluating the current instruction to look for areas in which it can be adjusted before more restrictive measures are taken. The model draws from the literature on functional assessment of academic performance. Teachers and consultants are advised to check (a) the skills targeted for instruction, (b) guided practice, (c) independent practice, (d) implementation fidelity, and (e) the motivating conditions that are present during instruction. The role of each area in student learning and progress is discussed, and recommendations are made for adjustments. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms

“…Accurate stimulus responding and skill rehearsal is important to support skill retention, maintenance, and fluency. High error rates may lead to rehearsal of inaccurate information, resulting in retention of incorrect responses (Kupzyk et al, 2012). In this study, when students made more errors during intervention sessions, they retained fewer multiplication facts.…”

Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms

“…The use of small groups requires a reorganization of the schedule and coordination with classroom staff for instructional and logistical purposes. Because DR is a language intervention, and therefore a supplement to literacy instruction, teachers must find additional time in the school day, which can be hard to come by (Easton & Erchul, 2011; Kupzyk et al, 2012). Although researchers suggest implementing a schoolwide block for response to intervention across students and staff, not all schools are able to make this happen (Harlacher et al, 2010; Higgins Averill et al, 2014).…”

A Blueprint for Effectively Using RTI Intervention Block Time

“…As noted, one of the biggest challenges to successful RTI adoption is finding time to consistently deliver interventions (Easton & Erchul, 2011;Kupzyk et al, 2012). Between assemblies, end-of-unit assessments, field trips, and the like, teachers often find their time for interventions constrained by other activities.…”

“…In light of the highly varied intervention needs of students within a single class, Murawski and Hughes (2009) have suggested, "It would be folly to imagine that individual teachers can accomplish this alone" (p. 4). One of the biggest challenges to successful RTI implementation is finding time to consistently deliver interventions (Easton & Erchul, 2011;Kupzyk, Daly, Ihlo, & Young, 2012) and increasingly, many schools are adopting a schoolwide intervention block as a structure to allow for collaboration among all school personnel, including special educators, general educators, and other staff, to provide targeted and organized delivery of interventions. However, a recent search of ERIC and PsycINFO generated no peer-reviewed articles exploring this promising infrastructure, substantiating other scholars' calls for more research that investigates the complexities of schoolwide RTI implementation (Fletcher & Vaughn, 2009;Wixson, 2011).…”