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Article
The "I" in RTI Research-Based Factors for Intensifying Instruction
Teaching Exceptional Children
  • Amanda K. Sanford, Portland State University
  • Jason E. Harlacher
  • Nancy J. Nelson Walker, University of Oregon
Document Type
Article
Publication Date
1-1-2010
Subjects
  • Response to intervention (Learning disabled children),
  • Remedial teaching,
  • Students -- Mental health,
  • Learning disabled children -- Education
Disciplines
Abstract
Changes in the 2004 Individuals With Disabilities Education Improvement Act (IDEA, 2004) opened the door for wide use of response to intervention (RTI) as a model for identifying students with learning disabilities. These legislative changes coincide with recent trends of schoolwide reform, in which scliools implement research based instruction and evaluate the responses of students to that support. This considerable reform calls for new skills for educators and a conceptual shift in the ways students' difficulties are viewed (Tilly, 2008). One new skill for some educators is examining instruction and modifying instructional factors associated with improving student outcomes (Otaiba. 2005). Therefore, a question to answer is: What research-based instructional factors can educators modify to intensify students' instructional supports?
Description

This is the publisher's final PDF. Originally published in Teaching Exceptional Children

Persistent Identifier
http://archives.pdx.edu/ds/psu/9423
Citation Information
Harlacher, J., Nelson, N., & Sanford, A. (2010). The "I" in RTI: Research-based factors for intensifying instruction. Teaching Exceptional Children 42, 30-38.