Origins of R&R: Response to Intervention (RTI)

The Recognition and Response model has its origins in an approach called Response to Intervention (RTI).

What is RTI?

• A tiered model for linking assessment with instructional decision making. Tiered models organize instructional approaches from least to most intensive to reflect how directive and involved a teacher must be to help children learn. Tiered models currently available in early childhood include: Recognition & Response (R&R), a system that links assessment, instruction, and targeted interventions to support learning and development in language, literacy, and math; Building Blocks, instructional strategies organized by level of intensity to support participation, engagement, and learning in inclusive settings (Sandall & Schwartz, 2008); and Teaching Pyramid, instructional strategies organized by level of intensity to support children’s social-emotional development and help teachers address children’s challenging behaviors (Hemmeter, Ostrosky & Fox, 2006).

• Prevention, early detection, and early intervening. RTI is designed to prevent, detect, and address children’s learning difficulties as early as possible. RTI emerged from a growing movement to shift the focus away from the discrepancy model,  where students with learning difficulties are identified by documenting the discrepancy between a child’s aptitude and achievement before  additional support is offered. As an alternative approach to the discrepancy model, the RTI framework places the focus on intervening early to address learning difficulties as soon as problems appear, rather than waiting for children to experience school failure.

• A key to improving program quality. RTI is a comprehensive system for providing high quality instruction and targeted interventions that are matched to children’s learning needs.

Who is RTI designed to help?

• All children. RTI helps teachers provide core support by gathering information on all children to gauge and improve the quality of their instruction in relation to child progress in learning.

• Some children. RTI helps teachers provide strategic support for some children by recognizing signs of learning difficulties and providing small-group interventions and embedded activities targeting particular skills.

• A few children. RTI helps teachers provide intensive support for a few children who show that they require more individualized interventions to make progress in learning.

How does RTI work?

• Universal screening and progress monitoring. RTI involves conducting ongoing assessments to inform instruction through universal screening of all children (Tier 1) as well as monitoring the progress of some who need targeted interventions (Tiers 2 & 3).

• Instruction and interventions. RTI includes providing an effective core curriculum and intentional teaching for all children at Tier 1, along with research-based interventions for some children at Tiers 2 and 3.

• Collaborative problem-solving. Most RTI models include a process by which teachers, parents, and specialists can work together to plan and evaluate instruction at all three tiers. 

Is there any evidence that RTI is effective?

A growing body of research indicates that RTI is an effective method for addressing learning difficulties among school-age children (primarily those in kindergarten through third grade). There is strong evidence for the effectiveness of many of the targeted interventions used within RTI to improve the reading and math skills of school-age children (Burns, Appleton & Stehouwer, 2005; Coleman, Buysse, & Neitzel, 2006; Gertsen et al., 2008; Gertsen et al., 2009). The findings from this research offer  an emerging body of empirical evidence to support RTI as an effective method for identifying children with learning difficulties and for preventing potential learning disabilities through provision of specialized interventions.

For younger children enrolled in pre-k programs, several research studies are underway to examine the effectiveness of a specific RTI model called Recognition & Response. The findings  from one study conducted by FPG offer the first evidence of the effectiveness of R&R for improving the language and literacy skills of 4-year-olds who received tiered interventions.

What policies exist to support RTI in early childhood?

Current provisions within the Individuals with Disabilities Education Act (IDEA) address the use of RTI for school-age children, with a particular focus on children in kindergarten through third grade. There are no specific provisions within IDEA or any other federal legislation addressing RTI for younger children in pre-k, child care, early intervention, or Head Start programs. RTI in early childhood is intended to complement, not replace, existing special education services for children with identified disabilities. RTI can complement these special services by helping teachers organize their instructional supports for children with disabilities who have an  Individualized Education Program (IEP). It is important that educators not use RTI to delay or deny services or referrals for children with identified disabilities or those for whom parents and teachers have serious concerns.

References

Burns, M. K., Appleton, J. J., & Stehouwer, J. D.  (2005).  Meta-analytic review of responsiveness-to-intervention research:  Examining field-based and research-implemented models.  Journal of Psychoeducational Assessment, 23, 381-394.

Coleman, M. R., Buysse, V., & Neitzel, J.  (2006).  Recognition and response:  An early intervening system for young children at-risk for learning disabilities.  Full report.  Chapel Hill:  The University of North Carolina at Chapel Hill, FPG Child Development Institute. 

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J.R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RTI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http:// / ies.ed.gov/ncee/wwc publications/practiceguides/.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson,S., & Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier interventions for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http:// ies.ed.gov/ncee/wwc/publications/practiceguides/.

Hemmeter, M. L., Ostrosky, M., & Fox, L.  (2006).  Social and emotional foundations for early learning: A conceptual model for intervention.  School Psychology Review, 35(4), 583-601.

Sandall, S. R., & Schwartz, I. S.  (2008).  Building blocks for teaching preschoolers with special needs, 2nd Ed.  Baltimore:  Paul H. Brookes.