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Home > TECPLUS > Vol. 6 > Iss. 3 (2010)

 

Abstract

This article examines the application of the popular Response to Intervention (RTI) approach to the early identification and service delivery for students with social, emotional, and behavioral difficulties in schools. The article begins with an explanation of the RTI model as applied to the social behavior domain, based on the empirical research base. It proceeds to share data from focus group interviews with exemplary urban special education teachers about RTI strategies used in their schools and classrooms and what it would take to implement RTI in this domain. The article then discusses implications for school personnel who are interested in adopting an RTI model in this domain.