Response to Intervention in first-grade writing instruction: a large-scale feasibility study

Arrimada, María; Torrance, Mark; Fidalgo, Raquel

doi:10.1007/s11145-021-10211-z

Cited by 6 publications

(4 citation statements)

References 60 publications

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“…In recent years, the implementation of Multi- Disabilities, n.d). RTI implementation has resulted in improved academic outcomes (e.g., reading, writing) (Arrimada et al, 2022;Balu et al, 2015;Siegel, 2020) and enhanced school climate and student behavior.…”

Section: Implications For Schools: Curbing School Violencementioning

confidence: 99%

An Examination of US School Mass Shootings, 2017–2022: Findings and Implications

Katsiyannis

Rapa

Whitford

et al. 2022

Adv Neurodev Disord

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Objectives Gun violence in the USA is a pressing social and public health issue. As rates of gun violence continue to rise, deaths resulting from such violence rise as well. School shootings, in particular, are at their highest recorded levels. In this study, we examined rates of intentional firearm deaths, mass shootings, and school mass shootings in the USA using data from the past 5 years, 2017-2022, to assess trends and reappraise prior examination of this issue. Methods Extant data regarding shooting deaths from 2017 through 2020 were obtained from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, the web-based injury statistics query and reporting system (WISQARS), and, for school shootings in particular (2017-2022), from Everytown Research & Policy. ResultsThe number of intentional firearm deaths and the crude death rates increased from 2017 to 2020 in all age categories; crude death rates rose from 4.47 in 2017 to 5.88 in 2020. School shootings made a sharp decline in 2020-understandably so, given the onset of the COVID-19 pandemic and subsequent government or locally mandated school shutdowns-but rose again sharply in 2021. Conclusions Recent data suggest continued upward trends in school shootings, school mass shootings, and related deaths over the past 5 years. Notably, gun violence disproportionately affects boys, especially Black boys, with much higher gun deaths per capita for this group than for any other group of youth. Implications for policy and practice are provided. Keywords Guns • Firearm deaths • Mass shootings • School shootings • School mass shootings • ViolenceOn May 24, 2022, an 18-year-old man killed 19 students and two teachers and wounded 17 individuals at Robb Elementary School in Uvalde, TX, using an AR-15-style rifle. Outside the school, he fired shots for about 5 min before entering the school through an unlocked side door and locked himself inside two adjoining classrooms killing 19 students and two teachers. He was in the school for over an hour (78 min) before being shot dead by the US Border Patrol Tactical Unit, though police officers were on the school premises (Sandoval, 2022).The Robb Elementary School mass shooting, the second deadliest school mass shooting in American history, is the latest calamity in a long list of tragedies occurring on public school campuses in the USA. Regrettably, these tragedies are both a reflection and an outgrowth of the broader reality of gun violence in this country. In 2021, gun violence claimed 45,027 lives (including 20,937 suicides), with 313 children aged 0-11 killed and 750 injured, along with 1247 youth aged 12-17 killed and 3385 injured (Gun Violence Archive, 2022a). Mass shootings in the USA have steadily increased in recent years, rising from 269 in 2013 to 611 in 2020. Mass shootings are typically defined as incidents in which four or more people are killed (Katsiyannis et al., 2018a). However, the Gun Violence Archive considers mass shootings to be incidents in which four or more p...

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Section: Implications For Schools: Curbing School Violencementioning

confidence: 99%

An Examination of US School Mass Shootings, 2017–2022: Findings and Implications

Katsiyannis

Rapa

Whitford

et al. 2022

Adv Neurodev Disord

View full text Add to dashboard Cite

show abstract

“…Buy-in from teachers can be critical given their role in delivering instruction (Tier 1) and often implementing interventions at Tiers 2 or 3 (Rodgers, 2016). Arrimada and colleagues (2021), for example, found that majority of teachers in an RTI writing program appreciated the standard treatment protocols and progress monitoring probes used for Tier 1 writing interventions and committed to their future use in writing instruction.…”

Section: Factors Promoting Sustainability Of Mtssmentioning

confidence: 99%

Development of a Brief Measure for Multi-Tiered Systems of Support Sustainability

Bahr

Edwin

Long

2022

Assessment for Effective Intervention

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This study focused on the development of the Multi-Tiered Systems of Support–Sustainability Scale (MTSS-SS). Review of the literature identified factors associated with sustainability for multi-tiered systems of support (MTSS), and it indicated few sustainability measures currently exist for practitioners and researchers to incorporate into MTSS program evaluation. This study endeavored to create a brief measure of MTSS sustainability that could be used for evaluation in research and practice by school interventionists. Study participants included a national sample of 598 school counselors and school psychologists who worked as interventionists in schools using MTSS. This group completed the 10-item MTSS-SS. Outcomes from content validity ratings, principal axis factoring, internal consistency reliability analyses, and construct validity with known groups indicated the MTSS-SS possessed initial evidence of psychometric adequacy when used by interventionists from the disciplines of school counseling or school psychology. Discussion focuses on the use of the MTSS-SS, need for further development, and study limitations.

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“…These authors found some evidence that Tier 2 intervention resulted in improved performance on the phase-end handwriting speed task, but Tier 2 intervention did not appear to result in improved performance, relative to peers, on the spelling task. Arrimada et al (2022) included a post-Tier 2 follow-up in their second study. The only measure in the Tier 2 sample that had not improved in Phase 2, relative to the comparison group, was the accuracy of the spelling in the students' texts.…”

Section: Evidenced-based Approaches To Intervention In Writingmentioning

confidence: 99%

“…In both studies, the at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition. In early writing skills, a study provides evidence that parent-supported Tier 2 intervention was effective in bringing struggling students' performance back into line with their peers (Arrimada et al, 2018(Arrimada et al, , 2022. In the present study, we investigated whether Spanish first to second graders at risk of writing failure benefited from a Tier 2 intervention based on transcriptions skills, implemented by in-service teachers.…”

Section: Introductionmentioning

confidence: 96%

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

et al. 2022

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The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to second-grade primary school teachers to improve at-risk students’ transcription skills. Teachers were instructed in the administration of a writing curriculum-based measure composed of 5 isolates measures (allographs, dictated words with arbitrary spelling or non-ruled, dictated words with rule-based spelling, dictated nonsense words, and dictated sentences) to identify at-risk students and to monitor their progress; and in the implementation of a systematic and explicit instructional program to improve transcription skills in at-risk students. A total of 164 at-risk students from 12 schools from the Canary Islands participated in the study. Teachers were provided with a support system that included a web-based training program for writing. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. In a hierarchical linear growth modeling procedure, differences in growth rates of transcription skills were compared between students who received the intervention, those who did not, and their typically achieving peers. Additionally, the effects of the intervention in the experimental at-risk group were also analyzed, differentiating between those who left the risk status and those who remained at-risk. Children at-risk in the intervention condition appeared to benefit more in handwriting skills than at-risk children in the control condition, but to a lesser extent in spelling accuracy. Nevertheless, improvements in both transcription skills had only been made in the experimental risk group that had left the risk situation.

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Response to Intervention in first-grade writing instruction: a large-scale feasibility study

Cited by 6 publications

References 60 publications

An Examination of US School Mass Shootings, 2017–2022: Findings and Implications

An Examination of US School Mass Shootings, 2017–2022: Findings and Implications

Development of a Brief Measure for Multi-Tiered Systems of Support Sustainability

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

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