Response to Intervention: Bibliography


Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically based special service decisions from single-case        
            designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79

Barnett, D. W., Elliott, N., Graden, J., Ilho, T., Macmann, G., Nantais, M., et al. (2006). Technical adequacy for response to intervention practices.                           Assessment for Effective Intervention, 31(1), 20-31.

 

Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2006). IDEA 2004 and response to intervention: Policy considerations and implementation: National Association of State Directors of Special Education.

 

Batsche, G., Kavale, K. A., & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32(1), 6-19.

 

Batsche, G.M., & Knoff, H.M. (1995). Linking assessment to intervention. In A. Thomas

& J. Grimes (Eds), Best Practices in School Psychology III. National Association of School Psychologists.

 

Deno, S.L, Fuchs, L.S., Marston, D., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review 30(4), 507-524.

 

Denton, C. A., Vaughn, S., & Fletcher, J. M., (2003).  Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18(3), 201-211.

 

Flugum, K.R., & Reschly, D.J. (1994).  Prereferral interventions:  Quality indices and outcomes.  Journal of School Psychology, 32 (1), 1-14.

 

Fuchs, D., & Fuchs, L. S. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice,13, 204-219.

 

Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.

 

Fuchs, L.S. (1995). Curriculum-based measurement and eligibility decision making: An emphasis on treatment validity and growth. Paper presented at the Workshop on Alternatives to IQ Testing. Washington, DC: National Academy of Sciences.

 

Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186.

 

Gickling, E.E. & Thompson, V.  P.  (1985).  A personal view of curriculum-based assessment.  Exceptional Children,  52, 205-218.

 

Good, R. H., and Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills (6th edition).  Eugene, OR: Institute for the Development of Educational Achievement.

 

Gresham, F. M., Reschly, D.J., Tilly, W.D., Fletcher, J., Burns, M., Christ, T., Prasse, D., Vanderwood, M., & Shinn, M. (2005). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist, 59(1), 26-30.

 

Grimes, J., & Kurns, S. (2003). An intervention-based system for addressing NCLB and

IDEA expectations: A multiple tiered model to ensure every child learns. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.

 

Hartman, W.T., & Fay, T.A. (1996).  Cost-effectiveness of instructional support teams in Pennsylvania.  Journal of Education Finance, 21 (4), 555-580.

 

Hosp, J. L. (2006, May). Assessment practices and response to intervention. Communiqué, 34(7). 

 

Kamps, D. M., & Greenwood, C. R. (2003). Formulating secondary level reading

interventions. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.

 

Kovaleski, J.F. (2002). Best practices in operating prereferral intervention teams. In Thomas,

A. & Grimes, J. (Eds.), Best practices in school psychology IV. Washington, DC: National Association of School Psychologists.

 

Kovaleski, J. F. (2005, November). IDEA Reauthorization Includes RTI: Now What? Communiqué 34(3).

 

Kovaleski, J. F. (In press). Potential pitfalls of response to intervention. In S. R. Jimerson, M. K. Burns & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer Inc..

 

Kovaleski, J. F., Gickling, E. E., Morrow, H., & Swank, P. (1999). High versus low implementation of instructional support teams: A case for maintaining program fidelity. Remedial and Special Education, 20, 170-183.

 

Kovaleski, J.F., & Prasse, D.P. (1999). Assessing lack of instruction. NASP Communiqué, 28, 24-25.

 

Kovaleski, J. F., & Prasse, D. P. (2004, February). Response to instruction in the identification of learning disabilities: A guide for school teams. NASP Communiqué, 32, (5), Insert.

 

MacMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2003). Responding to nonresponders: An experimental field trial of identification and intervention models. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.

 

Marston, D., & Magnusson, D. (1988). Curriculum-based measurement: District level implementation. In J. L. Graden, J. E. Zino & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 137-172). Washington, D.C.: NASP.

 

Moats, L.C. (1999).Teaching reading is rocket science: What expert teachers of reading should know and be able to do? Monograph of the American Federation of Teachers, 11.

 

National Research Council. (1999). Starting out right: A guide to promoting children's reading success. Washington, D.C.: National Academy Press.

 

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

 

Nastasi, B. K., Varjas, K., Bernstein, R., & Jayasena, A. (2000). Conducting participatory culture-specific consultation: A global perspective on multicultural consultation. School Psychology Review, 29(3), 401-413.

 

Prasse, D.P. & Schrag, J.A. (1999). Providing noncategorical, functional, classroom-

based supports for students with disabilities: Legal parameters. In D. Reschly, D. Tilly III, & J. Special Education in Transition: Functional Assessment and Noncategorical Programming, (pp. 19-43). Sopris West.

 

President’s Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: Author.

 

Rafoth, M. A., & Foriska, T. (2006). Administrator participation in promoting effective problem-solving teams. Remedial and Special Education, 27(3), 130-135.

 

Reschly, D.J. & Ysseldyke, J.E. (2002) Paradigm shift: The past is not the future. In Best

Practices in School Psychology IV. National Association of School Psychology.

 

Rosenfield, S. A., & Gravois, T. A. (1996).  Instructional consultation teams: Collaborating for change. New York: Gilford.

 

Schmoker, M.  (1999). Results: the key to continuous school improvement. Association for Supervision and Curriculum Development.

 

Shapiro, E. S. (1996). Academic Skills Problems; Direct Assessment and Intervention. The Guilford School Practitioner Series.

 

Shinn, M. R. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In Thomas, A. & Grimes, J. (Eds.), Best practices in school psychology, IV (pp. 671-697).Washington, DC: National Association of School Psychologists.

 

Skrtic, T. M. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver: Love.

 

Sprague, J. R. (2006). Yes, we get to do it here, too!: RTI and positive behavior supports. The Special Edge, 9(2).

 

Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis in intervention outcomes. Journal of Learning Disabilities, 32, 504-532.

 

Swanson, H. L. (2000). What instruction works for students with learning disabilities? Summarizing the results from a meta-analysis of intervention studies. In R.

Gersten, E. P. Schiller & S. Vaughn (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues. (pp. 1-30). Mahwah, NJ: Lawrence Erlbaum Associates.

 

Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guilford.

 

VanDerHeyden, A., Witt, J., & Barnett, D. (2005). The emergence and possible futures of

Response to Intervention. Journal of Psychoeducational Assessment, 23(4), 23.

 

Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate

response to instruction: The promise and potential pitfalls. Learning Disabilities Research & Practice, 18(3), 137-146.

 

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.

 

Ysseldyke, J.E. & Elliott, J. (1999). Effective instructional practices: implications for assessing educational environments. In C. R. Reynolds & T. B. Gutkin (Eds), The Handbook of School Psychology, (3rd ed.) 497-518. John Wiley & Sons, Inc.