Introduction to the special series on service delivery systems for response to intervention: Considerations for research and practice

School Psychology Review

Volumn 36, Issue 4, 2007, Pages 523-525

  Glover, Todd A ^a   Diperna, James C ^b   Vaughn, Sharon ^c  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38549109685     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Editorial

References (13)

1. 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.
2. Danielson, L., Doolittle, J., & Bradley, R. (2007). Professional development, capacity building, and research needs: Critical issues for response to intervention implementation. School Psychology Review, 36, 632-637.
3. 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.
4. Gresham, F. M. (2002) Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-529). Mahwah, NJ: Lawrence Erlbaum.
5. Hale, J. B., Naglieri, J. A., Kaufman, A. S., & Kavale, K. A. (2004). Specific learning disability classification in the new Individuals with Disabilities Act: The danger of good ideas. The School Psychologist, 58(1), 6-13, 29-30.
6. Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36, 582-600.
7. Kovaleski, J. F. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36, 638-646.
8. Kratochwill, T. R. Volpiansky, P., Clements, M., & Ball, C. (2007). The role of professional development in implementing and sustaining multitier prevention and intervention models: Implications for response to intervention. School Psychology Review, 36, 618-631.
9. 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.
10. Speece, D. L., Case, L. P., & Molloy, D. E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18(3), 147-156.
11. Vaughn, S. (2003, December). How many tiers are needed for response to intervention to achieve acceptable prevention outcomes? Paper presented at the National Research Center on Learning Disabilities Responsiveness-to- Intervention Symposium, Kansas, City, MO.
12. Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventative and remedial approaches (pp. 1-25). Bethesda, MD: National Association of School Psychologists.
13. Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive reading interventions. School Psychology Review, 36, 541-561.