Volume 35, Issue 4 (2006)
A Framework for Building Capacity for Responsiveness to Intervention
Lynn S. Fuchs, Douglas Fuchs
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has emerged as a promising model of service delivery at the elementary grades, with behavior and reading receiving the greatest amount of systematic attention by researchers and practitioners.
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