Dyslexia, Dysgraphia and Dyscalculia: A Response to Intervention Approach to Classification

This chapter provides a model for classification of dyslexia, dysgraphia and dyscalculia through analysis of the response of children to treatment. The model is discussed with reference to the types of multivariate treatment applied in a particular programme which works interactively online using an electronic data-base for linking functional difficulties in learning to treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Firm classification becomes possible through longitudinal assessment, analysis of response to multivariate intervention as well as response to specific programmes. Diagnosis can then be linked both to concessions as well as ongoing treatment.

Response to Intervention in the State of Florida

The 2004 Individuals with Disabilities Education Act led to an era of educational reform that called for scientifically based curriculum and data-driven decision-making when devising instructional strategies. Response to intervention was subsequently endorsed. Because students with disabilities were being included within the general education setting during this time, many states like Florida, made use of the multi-tiered system of supports (MTSS). This process was used to plan and problem-solve effective teaching strategies to improve student performance in reading and in mathematics. This chapter explores how Florida has used MTSS to narrow achievement gaps and create educational opportunities for all students.

Implementing Response to Intervention (RtI) in a Juvenile Detention Center Using Action Research

While proponents claimed Response to Intervention (RtI) improved student learning and prevented failure, there was an absence of research in effectiveness. Applying action research within a case study, there was an investigation into the process of reforming and improving RtI within a short-term juvenile detention center in the Midwest of the United States for students in grades 5-12. Using the conceptual framework of adaptive leadership, there was an analysis of policies and procedures, observations, interviews, and student work. RtI as a stand-alone program revealed many teachers lacked evidence-based instructional methods and alternative teachers lacked content knowledge, making implementation difficult. Within the action research method, role ambiguity caused problems with fidelity, with the need to infuse strategic leadership with action research when teachers’ sense of self and professional were challenged.

Do clinimetric properties of LCI change after correction of signal processing?

Background: The recently described sensor-crosstalk error in the multiple-breath washout (MBW) device (Exhalyzer D, Eco Medics AG, Duernten, Switzerland) could highly influence clinimetric properties and the current interpretation of MBW results. This study reanalyzes MBW data from clinical routine in the corrected software version Spiroware® 3.3.1 and evaluates the effect on outcomes. Methods: We included nitrogen-MBW data from healthy children and children with CF from previously published trials and ongoing cohort studies. We specifically compared LCI analyzed in Spiroware 3.2.1 and 3.3.1 with regards to i) feasibility, ii) repeatability and iii) validity as outcome parameters in children with CF. Results: (i) All previously collected measurements could be reanalyzed and resulted in unchanged feasibility in Spiroware 3.3.1. (ii) Short- and midterm repeatability of LCI was similar in both software versions. (iii) Clinical validity of LCI remained similar in Spiroware 3.3.1, however, resulted in lower values. Discrimination between health and disease was comparable between both software versions. The increase in LCI over time was less pronounced with 0.16 LCI units/year (95% CI 0.08; 0.24) vs. 0.30 LCI units/year (95% CI 0.21; 0.38) in 3.2.1. Response to intervention in children receiving CFTR-modulator therapy resulted in a comparable improvement in LCI in both Spiroware versions. Conclusion: Our study confirms that clinimetric properties of LCI remain unaffected after correction for the cross-sensitivity error in Spiroware software.

Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context

Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.

Multitiered Systems of Supports, Response to Intervention, and Positive Behavioral Interventions and Supports

This chapter covers the Response to Intervention framework, Positive Behavioral Interventions and Supports, and multitiered systems of supports (MTSS). The Response to Intervention framework is a central step in implementing a successful MTSS framework. MTSS delivers school-based supports across three tiers: tier 1 (universal), tier 2 (targeted), and tier 3 (individualized). The MTSS framework is a resource that enables schools to use data not only to identify students at risk for poor learning outcomes but also to monitor student progress and deliver evidence-based interventions. The chapter provides examples of ways social workers can maximize the utility of these models and school teams to improve student outcomes.

Implementing Response to Intervention (RtI) in a Juvenile Detention Center Using Action Research

While proponents claimed Response to Intervention (RtI) improved student learning and prevented failure, there was an absence of research in effectiveness. Applying action research within a case study, there was an investigation into the process of reforming and improving RtI within a short-term juvenile detention center in the Midwest of the United States for students in grades 5-12. Using the conceptual framework of adaptive leadership, there was an analysis of policies and procedures, observations, interviews, and student work. RtI as a stand-alone program revealed many teachers lacked evidence-based instructional methods and alternative teachers lacked content knowledge, making implementation difficult. Within the action research method, role ambiguity caused problems with fidelity, with the need to infuse strategic leadership with action research when teachers’ sense of self and professional were challenged.