Responsiveness to Intervention

Labeling is not the Issue: The Benefits of Labeling Children with Learning Disabilities when Response to Intervention is Implemented

“…The implementation of referral processes, such as RTI, helps ensure that at-risk students are provided with interventions designed for their specific needs and eliminate inappropriate placements in special education (Moore-Brown et al, 2005;O'Donnell & Miller, 2011). The frequency or duration of the intervention may change depending on the child's response.…”

“…The frequency or duration of the intervention may change depending on the child's response. If a child is not making adequate progress during intensive interventions, it is an indicator that they may have a disability (Moore-Brown et al, 2005). Moore-Brown et al (2005) studied 63 students that had been identified as at-risk and had received interventions.…”

“…If a child is not making adequate progress during intensive interventions, it is an indicator that they may have a disability (Moore-Brown et al, 2005). Moore-Brown et al (2005) studied 63 students that had been identified as at-risk and had received interventions. After one year, only four had been identified as having a disability and were receiving special education services.…”

Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists

“…(ASHA, 2001, p. 34). Moore-Brown, Montgomery, Bielinski, and Shubin (2005) indicated that the field of speech-language pathology is constantly evolving. It is imperative that school-based SLPs engage in meaningful professional growth experiences and seek more effective ways to help students communicate.…”

“…and expanded notions of roles and responsibilities and new perspectives on identifying and supporting students with language impairments began to be investigated (Justice, 2006;Moore-Brown, Montgomery, Bielinski, & Shubin, 2005;Staskowski & Riveria, 2005;Troia, 2005). Boswell (2005) suggested that changes in IDEA 2004 have prompted many local education agencies (LEAs) across the nation to consider the adoption of prevention models such as RTI that may reduce the number of students who need special education services or provide an alternate method of identifying students as having a specific learning disability.…”