The “I” in RTI

Al Otaiba S. (2005). Response to early literacy instruction: Practical issues for early childhood personnel preparation. Journal of Early Childhood Teacher Education, 25, 201–209.

Barnes A. C. Harlacher J. E. (2008). Clearing the confusion: Response-to-intervention as a set of principles. Education and Treatment of Children, 31, 417–431.

Brophy J. Good T. L. (1986). Teacher behavior and student achievement. In Wittrock M. C. (Ed.), Handbook of research on teaching (3rd ed.; pp. 328–375). New York, NY: MacMillan.

Caldwell J. Huitt W. Graeber A. (1982). Time spent in learning: Implications from research. The Elementary School Journal, 82, 471–480.

Carnine D. W. Silbert J. Kame'enui E. J. Tarver S. G. (2006). Direct instruction reading. Upper Saddle River, NJ: Prentice Hall.

Cummings K. D. Atkins T. Allison R. Cole C. (2008). Response to intervention: Investigating the new role of special educators. TEACHING Exceptional Children, 40 (4), 24–31.

Darch C. Miller A. Shippen P. (1998). Instructional classroom management: A proactive model for managing student behavior. Beyond Behavior, 9 (3), 18–27.

DIBELS Benchmark Goals. (n.d.). Retrieved from https://dibels.uoregon.edu/benchmark.php.

Elliott S. N. Witt J. C. Kratochwill T. R. Callahan-Stoiber K. (2002). Selecting and evaluating classroom interventions. In Shinn M. Stoner G. Walker H. M. (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 243–294). Bethesda, MD: National Association of School Psychologists.

Flora S. R. (2000). Praise's magic reinforcement ratio: Five to one gets the job done. The Behavior Analyst Today, 1 (4), 64–69.

Fuchs L. S. Fuchs D. (2007). A model for implementing responsiveness to intervention. TEACHING Exceptional Children, 39 (5), 14–20.

Gersten R. Compton D. Connor C. M. Dimino J. Santoro L. Linan-Thompson S. Tilly W. D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide (NCEE 2009–4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

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.

Haager D. Klinger J. Vaughn S. (2007). Evidence-based reading practices for response to intervention. Baltimore, MD: Brookes.

Hall T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://www.cast.org/publications/ncac/ncac_explicit.html.

Harn B. A. Kame'enui E. J. Simmons D. C. (2007). The nature and role of the third tier in a prevention model for kindergarten students. In Haager D. Klinger J. Vaughn S. (Eds.), Evidence-based reading practices for response to intervention (pp. 161–184). Baltimore, MD: Brookes.

Horner R. H. Sugai G. Todd A. W. Lewis-Palmer T. (2005). School-wide positive behavior support: An alternative approach to discipline in schools. In Bambara L. Kern L. (Eds.), Individualized supports for students with problem behavior: Designing positive behavior plans (pp. 359–390). New York, NY: Guilford Press.

Individuals With Disabilities Education Improvement Act (IDEA), 20 U.S.C. §1400 et seq. (2004).

Joseph L. M. (2008). Best practices on interventions for students with reading problems. In Thomas A. Grimes J. (Eds.), Best practices in school psychology V (pp. 1163–1180). Bethesda, MD: National Association of School Psychologists.

Kame'enui E. J. Carnine D. W. Dixon R. C. Simmons D. C. Coyne M. C. (2002). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Prentice Hall.

Kame'enui E. J. Simmons D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Upper Saddle River, NJ: Prentice Hall.

Lichtenstein R. (2008). Best practices in identification of students with learning disabilities. In Thomas A. Grimes J. (Eds.), Best practices in school psychology V (pp. 295–318). Bethesda, MD: National Association of School Psychologists.

National Association of State Directors of Special Education. (NASDSE). (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.

National Council on Teacher Quality. (2006). What schools of education aren't teaching about reading and what elementary teachers aren't learning. Retrieved from http://www.nctq.org/p/docs/nctq_reading_study_exec_summ.pdf.

Preciado J. A. Horner R. H. Baker S. K. (2009). Using a function-based approach to decrease problem behaviors and increase academic engagement for Latino English language learners. The Journal of Special Education, 42, 227–240.

Rathvon N. (2008). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York, NY: Guilford Press.

Reitsma P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321–339.

Sutherland K. Alder N. Gunter P. L. (2003). The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239–248.

Tilly W. D. III. (2008). The evolution of school psychology to science-based practice: Problem-solving and the three-tiered model. In Thomas A. Grimes J. (Eds.), Best practices in school psychology V (pp. 17–35). Bethesda, MD: National Association of School Psychologists.

Tremptow M. A. Burns M. K. McComas J. J. (2007). Reading at the frustrational, instructional, and independent levels: The effects on students' reading comprehension and time off task. School Psychology Review 36, 159–166.

Vaughn S. Linan-Thompson S. Hickman P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391–409.

Watkins C. L. Slocum T. A. (2004). The components of direct instruction. Journal of Direct Instruction, 3, 75–110.

Wolery M. Bailey D. B. Sugai G. M. (1988). Effective teaching principles and procedures of applied behavior analysis with exceptional students. Boston, MA: Allyn & Bacon.