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Response to intervention (RTI) is a comprehensive instructional framework designed to proactively address learning and behavioral difficulties through data-driven practices and early identification (Vaughn & Bos, 2015, p. 45). The model emphasizes three core components: universal screening and progress monitoring, high-quality classroom instruction, and intensive individualized interventions. Vaughn and Bos (2015) highlight that universal screening allows educators to identify students at risk and monitor their progress over time to ensure they meet instructional benchmarks, thus enabling timely support (p. 47). Effective instructional practices involve delivering research-based, high-quality teaching aligned with students' needs to promote better learning outcomes (p. 48). For students requiring additional assistance, the third component emphasizes intensive intervention, which involves reducing group sizes, extending contact time, and tailoring instruction to meet individual needs, often leading to restructuring classroom groupings (p. 49). The authors stress that RTI incorporates continuous feedback and data analysis to inform instructional decisions, providing a flexible system that adapts interventions based on student response (p. 50). Overall, the goal of RTI, as described by Vaughn and Bos, is to optimize learning by customizing strategies for each learner through a systematic, data-informed process that prevents the escalation of difficulties and promotes success.

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Response to intervention (RTI) is a comprehensive instructional framework designed to proactively address learning and behavioral difficulties through data-driven practices and early identification (Vaughn & Bos, 2015, p. 45). The model emphasizes three core components: universal screening and progress monitoring, high-quality classroom instruction, and intensive individualized interventions. Vaughn and Bos (2015) highlight that universal screening allows educators to identify students at risk and monitor their progress over time to ensure they meet instructional benchmarks, thus enabling timely support (p. 47). Effective instructional practices involve delivering research-based, high-quality teaching aligned with students' needs to promote better learning outcomes (p. 48). For students requiring additional assistance, the third component emphasizes intensive intervention, which involves reducing group sizes, extending contact time, and tailoring instruction to meet individual needs, often leading to restructuring classroom groupings (p. 49). The authors stress that RTI incorporates continuous feedback and data analysis to inform instructional decisions, providing a flexible system that adapts interventions based on student response (p. 50). Overall, the goal of RTI, as described by Vaughn and Bos, is to optimize learning by customizing strategies for each learner through a systematic, data-informed process that prevents the escalation of difficulties and promotes success.

References

• Vaughn, S., & Bos, C. S. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Boston: Pearson.
• Gersten, R., et al. (2008). Assisting students struggling with mathematics: Response to intervention (RTI) and multi-tier intervention in the classroom. National Center on Response to Intervention.
• Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(2), 135-141.
• Rinaldi, C. (2008). Standards-based collaboration for teachers and students. ICLE.
• Sailor, W., & McCart, A. (2017). Transforming school mental health: A systems approach to promoting student success. Routledge.
• Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Pearson.
• Cook, B. G., & Odom, S. L. (2013). Evidence-based practices: Resources for practitioners. Journal of Special Education, 44(4), 160-170.
• McIntosh, K., et al. (2018). Response to intervention (RTI) in behavior: Implementation and promising practices. Journal of Behavioral Interventions, 23(4), 271-284.
• Shinn, M. R., & Shinn, M. (2002). Interventionassisted measurement for reading, math, and behavioral problems. Routledge.
• Fuchs, D., et al. (2010). Response to intervention: A practical guide for school psychologists. Guilford Publications.