Service Delivery for Response to Intervention: Core Components and Directions for Future Research

Glover, Todd A.; DiPerna, James C.

doi:10.1080/02796015.2007.12087916

Cited by 81 publications

(35 citation statements)

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“…Moreover, if teachers inaccurately identified a child with a diagnosis of ADHD, it is likely that the student was at minimum experiencing attention and/or behavioral problems, which would then be similar to Martinussen et al’s (2011) survey of strategies that asked teachers to rate their use of behavior management practices to manage and support students with “attention and/or behavior problems.” In addition, our measurement of behavioral supports across universal and targeted tiers was not inclusive of all possible behavioral supports. However, the supports surveyed are some of the most commonly recommended RtI strategies (Glover & DiPerna, 2007) and are consistent with well-established evidence-based classroom management strategies for children with ADHD (Epstein et al, 2008; Evans, Owens, & Bunford, 2014; Pelham & Fabiano, 2008). Future surveys might benefit from the inclusion of all possible strategies for students with ADHD.…”

Section: Discussionsupporting

confidence: 62%

“…General education teachers’ use of effective evidence-based behavioral and instructional classroom supports has come to greater attention with multitiered school-wide Positive Behavioral Interventions and Supports (PBIS; Bradshaw, Mitchell, & Leaf, 2010; Horner et al, 2009) and tiered problem-solving frameworks such as Response to Intervention (RtI; Fletcher, Lyon, Fuchs, & Barnes, 2007). With the 2004 reauthorization of IDEA, RtI specifically has been widely disseminated into our nation’s schools as a potential method for ensuring that all students are provided with instruction that is responsive to their educational progress or lack thereof (Glover & DiPerna, 2007). Within such frameworks, students making limited academic and/or behavioral progress are assigned specific evidence-based interventions designed to improve their rate of learning or behavior, which are generally implemented by the general education teacher.…”

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confidence: 99%

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Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Hart

Fabiano

Evans

et al. 2016

Journal of Emotional and Behavioral Disorders

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This study examined elementary and middle school teachers’ self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K–2), intermediate (3–5), and middle (6–8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school.

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Section: Discussionsupporting

confidence: 62%

mentioning

confidence: 99%

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Hart

Fabiano

Evans

et al. 2016

Journal of Emotional and Behavioral Disorders

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“…Students who do not demonstrate progress move to Tier 2 intervention in which teachers provide differentiated instruction and remediation. Students who do not demonstrate adequate progress within Tier 2 move to Tier 3 that targets specific skill deficits using more intensive methods (Glover & DiPerna, 2007).…”

Section: Tiered Interventionmentioning

confidence: 99%

Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence

Flores

Hinton

Meyer

2018

Remedial and Special Education

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Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence of instruction has been shown to be an effective means of teaching conceptual understanding of fractional numbers. The purpose of this study was to compare the effects of CRA with remedial multitiered systems of support (MTSS) Tier 2 instruction for teaching fraction concepts. Thirty-one fifth-grade students participated in two different Tier 2 interventions; one group received typical Tier 2 instruction with their general education teachers and the other received CRA instruction with the researchers. The researchers measured student performance using a pretest and posttest and found significant differences in progress favoring the CRA group. Results and implications are discussed.

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“…As noted above, for the promise of MTSS to be realized, its numerous components all must be implemented in an integrated and consistent manner across time (Keller-Margulis, 2012; Noell & Gansle, 2006). As such, implementation science is relevant to service delivery, assessment, and decision making at the systems level as well as delivery and evaluation of response to evidence-based intervention at the individual student level (Glover & DiPerna, 2007). Despite its relevance at the systems and individual student levels, implementation science largely has been ignored at both levels.…”

Section: Implementation Science Fidelity and Mtssmentioning

confidence: 99%

“…This rapid and widespread adoption of MTSS, especially to address students’ academic difficulties, was fueled by the promises of earlier intervention, intensive intervention, more frequent progress monitoring, and more accurate identification of students with LD by ensuring adequate instruction and educational opportunity for all students (Glover & DiPerna, 2007; Keller-Margulis, 2006). Scholars quickly identified the important and complex role of implementation to the MTSS process (Noell & Gansle, 2006).…”

mentioning

confidence: 99%

Fidelity of Implementation in the Field of Learning Disabilities

Sanetti

Luh

2019

Learning Disability Quarterly

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Decades of research and billions of dollars have been spent to develop and evaluate evidence-based interventions and develop multitiered systems of support (MTSS) toward the goal of more effectively delivering interventions and improving student outcomes. Available evidence, however, suggests interventions are often adopted slowly and delivered with poor fidelity, resulting in uninspiring outcomes for students. The field of implementation science has emerged to address the science-to-practice gap in human service sectors (e.g., education) as a way of improving service recipient (e.g., student) outcomes. For the considerable investment in school-based intervention development and evaluation to have a significant public health impact for students, educators must integrate key findings from implementation science into their practice and research. Toward this end, the purpose of this article is four-fold. First, it overviews implementation science and implementation theories, models, and frameworks. Second, it discusses the relevance of implementation science and fidelity to both the systems-level implementation of MTSS and individual-level implementation of interventions to students with learning disability (LD). Third, it reviews the unique legal aspects related to service implementation for students with LD and the gap between state-level mandates and available science. Finally, it provides additional resources and recommendations for readers.

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Service Delivery for Response to Intervention: Core Components and Directions for Future Research

Cited by 81 publications

References 0 publications

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence

Fidelity of Implementation in the Field of Learning Disabilities

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