Response to Intervention
Overview
- Influence: Response to Intervention
- Domain: Teaching Strategies
- Sub-Domain: Feedback
- Potential to Accelerate Student Achievement: Potential to considerably accelerate
- Influence Definition: Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom (Tier 1). Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. Those not making progress are then provided with increasingly intensive instruction usually in small groups (Tier 2). If still no progress, then students receive individualized, intensive interventions that target the students’ skill deficits (Tier 3).
Evidence
- Number of meta-analyses: 5
- Number of studies: 107
- Number of students: 5,104
- Number of effects: 332
- Effect size: 1.09
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Journal of Learning Disabilities | Tran, Sanchez, Arellano & Swanson | Belgium | A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities | 2011 | Response to Intervention programs | 13 | 0 | 107 | 1.07 |
| Unpublished Thesis | Torres | USA | A Meta-Analysis of Research-Based Reading Interventions with English Language Learners. | 2016 | Response to Intervention programs | 20 | 0 | 11 | 1.32 |
| Review of Educational Research | Swanson & Lussier | USA | A selective synthesis of the experimental literature on dynamic assessment | 2001 | Dynamic assessment (feedback) | 30 | 5,104 | 170 | 1.12 |
| Unpublished Masters Thesis | Bagasi | USA | Meta analysis of the effectiveness of response to intervention models in special education and implications for international implementations. | 2014 | Response to Intervention programs | 19 | 0 | 19 | 0.47 |
| Journal of Psychoeducational Assessment | Burns, Appleton, & Stehouwer | USA | Meta-Analytic Review of Responsiveness-to-Intervention Research: Examining Field-Based and Research-Implemented Models | 2005 | Response to Intervention programs | 25 | 0 | 25 | 1.49 |
| TOTAL/AVERAGE | 107 | 5,104 | 332 | 1.09 | |||||
Confidence
The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:
-
Number of Meta-analyses
- 1 = 1
- 2 = 2–3
- 3 = 4–6
- 4 = 7–9
- 5 = 10+
-
Number of Studies
- 1 = 1–10
- 2 = 11–50
- 3 = 51–200
- 4 = 201–400
- 5 = 400+
-
Number of Students
- 1 = 1–2,500
- 2 = 2,501–10,000
- 3 = 10,000–20,000
- 4 = 20,000–100,000
- 5 = 100,001+
-
Number of Effects
- 1 = 1–100
- 2 = 101–300
- 3 = 301–600
- 4 = 601–1,200
- 5 = 1,200+
| Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
|---|---|---|---|---|---|
| Confidence Factor | 3 | 3 | 2 | 3 | 3 |