Abstract
Response to intervention (RTI) has been referred to as the practice of using evidence-based instruction/ intervention to address student needs while monitoring student progress over time in learning and/or behavioral domains (National Association of State Directors of Special Education (NASDSE), 2005). Although there are emerging variations in the definition of RTI, essentially the approach involves using outcome data to make decisions about the effectiveness of an intervention structured within a multi-tiered system that could include, among other options, eligibility determination for special education (Kratochwill, 2006).
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Kratochwill, T.R., Clements, M.A., Kalymon, K.M. (2007). Response to Intervention: Conceptual and Methodological Issues in Implementation. In: Jimerson, S.R., Burns, M.K., VanDerHeyden, A.M. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-49053-3_3
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