Show simple item record

dc.contributor.authorClement, Tracy
dc.date.accessioned2021-12-09T21:46:35Z
dc.date.available2021-12-09T21:46:35Z
dc.date.issued2014
dc.identifier.citationClement, T. (2014). Response to intervention effective practices: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12583
dc.description.abstractThe purpose of this meta-synthesis is to assess the effectiveness of the Response to Intervention (RtI) framework. This paper reviewed research articles and other literature that explored effective practices within the RtI program, in an effort to properly implement interventions, and expedite the identification of a learning disability. After reviewing the research it was concluded that the RtI process, if implemented correctly could benefit students who are at risk academically and behaviorally. The research indicates that there are many components to RtI, including fidelity of instruction, proven curriculum, effective leadership, and regular progress monitoring, training and professional development. All of these factors are key to the efficiency of the RtI program. Some other components identified for the consideration of an effective RtI program was teacher collaboration, teacher self-efficacy and teacher perceptions; the inclusion of the family were also noted as important.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectResponse to Interventionen_US
dc.subjectRTIen_US
dc.subjectTeacher Collaborationen_US
dc.subjectProfessional Developmenten_US
dc.titleResponse to Intervention Effective Practices: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-12-09T21:46:35Z


Files in this item

Thumbnail
Name:
MEd_2014_Thesis_ClementTracy.pdf
Size:
225.8Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record