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Volume 36, Issue 4 (2007)

Introduction to the Special Series on Service Delivery Systems for Response to Intervention: Considerations for Research and Practice

pp. 523—525

Response to intervention (RTI) has received considerable attention as a mechanism for preventing academic and behavioral difficulties as well as identifying and teaching students with learning or behavioral difficulties.Unfortunately, despite extensive literature and discourse highlighting the 2004 reauthorization of the Individuals with Disabilities Education Act and the use of RTI for special education verification (e.g., Gresham, 2002;Hale, Naglieri, Kaufman, & Kavale, 2004; Speece, Case, & Molloy, 2003), research and scholarship pertaining to the delivery of services required to appropriately implement RTI is limited.The purpose of this special issue is to provide a framework for critically evaluating the strengths and shortcomings of existing empirical contributions related to service delivery for RTI.

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