scholarly journals Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities

2021 ◽  
Vol 24 ◽  
Author(s):  
Juan E. Jiménez ◽  
Sara C. de León ◽  
Nuria Gutiérrez
Keyword(s):  
At Risk ◽  
Response To Intervention ◽  
Program Implementation ◽  
At Risk Students ◽  
Implementation Fidelity ◽  
Tier 2 ◽  
Web Based ◽  
At Risk Children ◽  
Reading And Math ◽  
Rti Model

Abstract The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

A Web Based Interactive Tool to Enhance Schools' Capacity to Aid at-Risk Students

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 110A-110A
Author(s):  
Eliot E. Goldman ◽  
Cyrille Adam ◽  
Rachel J. Goldman
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Web Based ◽  
Interactive Tool

scholarly journals DIAPLASIS: Web-based parent-teacher collaboration platform and intervention with at-risk students in language lesson

2016 ◽  
Vol 7 (5Β) ◽  
Author(s):  
Αλέξανδρος Κοφτερός ◽  
Θανάσης Χατζηλάκος
Keyword(s):  
At Risk ◽  
Teacher Collaboration ◽  
At Risk Students ◽  
Web Based

Το "ΔΙΑΠΛΑΣΟΙΣ" (Διαδικτυακή Πλατφόρμα Συνεργασίας Οικογένειας - Σχολείου) αποτελεί υπό εξέλιξη διδακτορική διατριβή με στόχο την ανάπτυξη διαδικτυακής πλατφόρμας που θα διευκολύνει τη συνεργασία σχολείου- οικογένειας, τόσο για σκοπούς εκπαίδευσης όσο και για σκοπούς ενημέρωσης για δράσεις του σχολείου και προόδου των μαθητών. Ο/η εκπαιδευτικός, μέσα από την πλατφόρμα και εκτός ωραρίου λειτουργίας του σχολείου, προσφέρει στήριξη μέσω e-tutoring στους γονείς, τους επιμορφώνει, τους στηρίζει και τους ενθαρρύνει, ώστε να καταστούν πολλαπλασιαστές ενισχυτικής διδασκαλίας για τα παιδιά τους, με έμφαση σε μαθητές που κινδυνεύουν να μείνουν λειτουργικά αναλφάβητοι. Η διαδικτυακή πλατφόρμα θα πρέπει να έχει το μικρότερο δυνατό κόστος, να είναι απλή στην εκμάθηση και χρήση, και να προσφέρει εργαλεία σύγχρονης επικοινωνίας ώστε να επιτυγχάνεται το e-tutoring. Παράλληλα θα προσφέρει δυνατότητες προβολής πληροφοριών που αφορούν δραστηριότητες του σχολείου (ενημέρωση) . Αναμένεται, μέσα από την πλατφόρμα που θα αναπτυχθεί/προσαρμοστεί, καθώς και προγραμματιζόμενη παρέμβαση στο γλωσσικό μάθημα, να διερευνηθεί κατά πόσο ο γονιός μπορεί να μετατραπεί σε πολλαπλασιαστή ενισχυτικής διδασκαλίας ώστε –με το ελάχιστο δυνατό κόστος- να μπορούν να αντιμετωπιστούν προβλήματα λειτουργικού αλφαβητισμού.

scholarly journals Target for Intervention in At-Risk Children

2020 ◽  
Author(s):  
Anggi Cecilia Safaningrum
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Poverty Level ◽  
Academic Proficiency ◽  
Web Based ◽  
Education Data ◽  
At Risk Children ◽  
School Poverty ◽  
Reading And Math ◽  
Productive Function

Aim: Determine whether effects of poverty on academic achievement are mediated by effects of poverty on executive cognitive functions. Methods: Web-based classroom-administered tests assessed executive function in 5717 children grades k-8 in 40 schools, and poverty level and academic achievement for each school were drawn from US Department of Education data. Boot-strapping procedures were used to evaluate mediation by executive function of the association between poverty and academic proficiency. Results: Executive function and academic achievement were both related to school poverty (pearson r −0.50 to −0.65, p = 0.0009 to <0.0001). Estimated indirect effects of poverty on reading (−0.26, 95% CI: −0.47, −0.07) and math (−0.23, 95% CI: −0.44, −0.06) through effects on executive function were significant. Controlling for executive function, effects of poverty on reading (−0.58 to −0.31) and math (−0.59 to −0.35) were diminished, indicating partial mediation of effects of poverty on reading and math via effects on executive function. Conclusion: Interventions that enhance executive function in children in impoverished and/or violent environments could mitigate damaging effects of these environments on neurocognitive and associated life and health outcomes. Without intervention, many young adults in troubled areas of the world will be ill-prepared for productive function in society.

scholarly journals Tier 2 interventions within the RtI-model for developing students’ word decoding – a systematic review and meta-analysis

2020 ◽  
Author(s):  
Camilla Nilvius ◽  
Rickard Carlsson ◽  
Linda Fälth ◽  
Thomas Nordström
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Intervention Group ◽  
Risk Of Bias ◽  
Tier 2 ◽  
Word Decoding ◽  
Students At Risk ◽  
Rti Model

AbstractObjectives: This PRISMA pre-registered systematic review and meta-analysis aimed to determine if K–2 students at-risk for reading impairment benefited from tier 2 reading intervention compared to teaching as usual (TAU) on word decoding outcomes.Eligibility criteria: Adequately sized randomized controlled trials of tier 2 reading interventions within the Response to Intervention (RtI) model were included. Trials targeted K–2 at-risk students compared with TAU controls, for at least 20 sessions of intervention in school with more than 30 students per group. Information sources: A database search of ERIC, PsycINFO, LLBA, Web of Science and Google Scholar took place, followed by hand searches of reviews and meta-analyses. Risk of bias: Studies were assessed with Cochrane’s risk of bias tool (Rob 2), R-index and funnel plots. Included studies: Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis.Synthesis of results: The weighted mean effect size across the four included studies was Hedges’ g = 0.31 95% CI [0.12, 0.50] which means that the intervention group improved their decoding more than students receiving TAU. Leave-one-out analysis showed that the weighted effect was not dependent on a single study. Description of the effect: Students at-risk of reading difficulties benefit from tier 2 reading interventions as evidenced by a small effect on decoding ability. Strengths and limitations of evidence: This systematic review used the PRISMA gold standard but only four studies met inclusion criteria.Interpretation: Tier 2 reading interventions, conducted in small groups within RtI, can support decoding development.

Response to Intervention: Applications for AAC in Preschool Settings

2009 ◽  
Vol 18 (1) ◽  
pp. 4-10
Author(s):  
Sandra M. Grether
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Response To Intervention ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Idea 2004 ◽  
Communication Needs ◽  
Rti Model ◽  
Recognition And Response ◽  
Levels Of Support

Abstract Educators were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities. The Individuals with Disabilities Education Improvement Act (IDEA, 2004) promotes an alternative method, “Response to Intervention” or RTI, to identify and provide early intervention to all children at risk for school failure. Recognition and Response (R & R) is the RTI model for preschool-aged children. Children with complex communication needs, who use augmentative and alternative communication (AAC), are at risk for failing in the preschool classroom and can benefit from the educational supports provided through R & R. This article discusses the levels of support provided by RTI and strategies and supports for achieving academic success for preschool children who use AAC.

Responses to Intervention Program Outcomes for Pre-K

2009 ◽  
Vol 19 (2) ◽  
pp. 51-61
Author(s):  
Lisa Webb ◽  
Leigh Anne Griggs ◽  
Charlette Green
Keyword(s):  
At Risk ◽  
Treatment Outcomes ◽  
Intervention Program ◽  
Progress Monitoring ◽  
At Risk Students ◽  
Outcome Data ◽  
Language Intervention ◽  
Evidence Based ◽  
Program Outcomes ◽  
Rti Model

Abstract This article addresses outcomes as they relate to a responsiveness-to-intervention (RTI/RtI) model used in a pre-kindergarten (pre-k) setting. The RTI model requires frequent progress monitoring of at-risk students' responses to evidence-based interventions. Treatment outcomes studies judge whether interventions are effective for their intended purpose. This article defines outcomes, describes the importance of outcomes in an RTI model, and tells how to obtain outcome data. Outcomes from a pre-k language intervention will be presented.

Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention

2020 ◽  
pp. 073194872097241
Author(s):  
Ben Clarke ◽  
Nancy J. Nelson ◽  
Leanne Ketterlin Geller ◽  
Derek Kosty ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
At Risk ◽  
Mathematics Achievement ◽  
Intervention Program ◽  
Implementation Fidelity ◽  
Sixth Grade ◽  
Tier 2 ◽  
Algebra Readiness ◽  
Final Sample ◽  
Quasi Experimental ◽  
Usability Data

This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at-risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program composed 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed.

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