Assessment for Effective Intervention

 

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Assessment for Effective Intervention, Vol. 32, No. 1, 20-31 (2006)
DOI: 10.1177/15345084060320010401

Technical Adequacy for Response to Intervention Practices

David W. Barnett

University of Cincinnati, david.barnett{at}uc.edu

Neely Elliott

Northern Kentucky Head Start

Janet Graden

University of Cincinnati

Tanya Ihlo

Southwest Ohio Special Education Regional Resource Center

Gregg Macmann

Arlitt Center University of Cincinnati

Melissa Nantais

Southwest Ohio Special Education Regional Resource Center

David Prasse

Loyola University

Response-to-intervention (RTI) technical adequacy standards should follow from model purpose, procedural specification, procedural adherence, outcome determination, and subsequent plans. Therefore, RTI raises atypical measurement questions for practice, and, for this reason, it may require hybridized technical adequacy methods. Due to RTI model complexities, and the possibility of many measures and variables used over time to examine functional discrepancies in performance, decision reliability and validity questions require significant attention. Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. We conclude with discussion of how RTI technical adequacy may be simplified.


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