Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

• DOI: 10.1037/a0016158
• Publication Date: 2009-07-09T17:53:34Z
• Authors: Cecil R. Reynolds; Sally E. Shaywitz
• Keywords: Response to Intervention; Empirical Research

Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes invoking an RTI model for disabilities in schools clearly laudable, yet close examination reveals unappreciated paucity empirical support overly optimistic view its practical, problematic issues. Models put into practice without adequate research logistical neglect potential negative long-term impact on students with disabilities. Many implementation problems exist: (a) vagaries critical details practice; (b) lack consideration bright struggling readers; (c) relativeness, contextual, situation dependent nature who is identified; (d) worrisome shortcomings process as a means or determination disability; (e) apparent student-based data guide effective choice approaches components intervention. Practiced prevention, authors agree concept RTI. As witness application disability sans benefit reliable valid basis, benefits some children remain unproven hypothesis while detriment remains very real possibility.