Professional development, capacity building, and research needs: Critical issues for response to intervention implementation

School Psychology Review

Volumn 36, Issue 4, 2007, Pages 632-637

  Danielson, Louis ^a   Doolittle, Jennifer ^a   Bradley, Renee ^a  

^a Office of Special Education Programs   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38549109144     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Note

References (14)

1. American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Research Points: Essential Information for Education Policy, 5(1), 1-4.
2. Bernfeld, G. A., Blase, K. A., & Fixsen, D. L. (2006). Towards a unified perspective on human service delivery systems: Application of the teaching-family model. Behavior Analyst Today, 7(2), 168-187.
3. Boudah, D. J., Blair, E., & Mitchell, V. (2003). Implementing and sustaining strategies instruction: Authentic and effective professional development or "business as usual"? Exceptionality, 11(1), 3-23.
4. Daly, E. J., III, Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581.
5. Doolittle, J. H. (2006). The sustainability of positive behavior supports in the schools. Unpublished doctoral dissertation, University of Oregon, Eugene.
6. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, National Implementation Research Network.
7. Glover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36, 526-540.
8. Individuals with Disabilities Education Act of 2004, P.L. 108-446.
9. Kratochwill, T. R., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implications for response to intervention. School Psychology Review, 36, 618-631.
10. McIntosh, K., Horner, R. H., & Sugai, G. (in press). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (Eds.), Handbook on positive behavior support.
11. National Center for Culturally Responsive Education Systems. (2005). Cultural considerations and challenges in response-to-intervention models. Position statement, Denver, CO.
12. No Child Left Behind Act of 2001, P.L. 107-110.
13. Shinn, M. R. (2007). Identifying students at risk, monitoring performance, and determining eligibility within response to intervention: Research on educational need and benefit from academic intervention. School Psychology Review, 36, 601-617.
14. Wanzek, J., & Vaughn, S. (2007) Research-based implications from extensive early reading interventions. School Psychology Review, 36, 541-561.