Education & treatment of children, 2008-08, Vol.31 (3), p.417-431
2008
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Details
- Autor(en) / Beteiligte
- Titel
- Clearing the Confusion: Response-to-intervention as a Set of Principles
- Ist Teil von
- Education & treatment of children, 2008-08, Vol.31 (3), p.417-431
- Ort / Verlag
- New York: West Virginia University Press
- Erscheinungsjahr
- 2008
- Quelle
- EBSCOhost Psychology and Behavioral Sciences Collection
- Beschreibungen/Notizen
- Response-to-intervention is a new method of service delivery being implemented in schools. However, the lack of emphasis on the flexible nature of Response-to-intervention and the varying descriptions of its features within the literature may lead to confusion among school professionals. In order to provide more uniformity among the literature, 5 key principles and 4 features of Response-to-intervention are outlined. Response-to-intervention is described as a set of principles that do not change, but from those principles stem features that vary in their presentation between models.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0748-8491, 1934-8924eISSN: 1934-8924DOI: 10.1353/etc.0.0000Titel-ID: cdi_proquest_journals_202685502
- Format
- –
- Schlagworte
- Academic failure, Achievement Gains, Authors, Classroom management, Company business management, Curricula, Data collection, Decision making, Delivery Systems, Early intervention, Educational psychology, Evaluation, Faculty Development, Federal Legislation, FORUM ARTICLES, High risk students, Intervention, Learning disabilities, Literature Reviews, Mathematics education, Mathematics teachers, Outcomes of Education, Pedagogy, Problem Solving, Professional development, Progress Monitoring, Reading Difficulties, Reading skills, Responses, School psychologists, Skill Development, Special Education, Special education teachers, Special Needs Students, Student Evaluation, Student Needs, Student services, Students, Students with Disabilities, Teaching Methods, Urban Schools