Using a response to intervention (RtI) framework with 1st grade students: a model for occupational therapy practitioners
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The most recent reauthorization of the Individual's with Disabilities Education Improvement Act (IDEA, 2004) allows for the expansion of occupational therapy's role in school-based practice to include students who have not been identified for special education through early intervening services such as response to intervention (RtI). Despite the potential expansion of occupational therapy's role in school-based practice to include a RtI framework, models do not exist that describe how occupational therapy practitioners may become involved in a cohesive process using all of the essential components of an effective RtI process as described by such leading organizations as the National Center on Response to Intervention (NCRTI). The doctoral program (1) incorporates universal screening, progress monitoring, multi-leveled interventions and data-based decision making into one cohesive program for first grade students who are at risk in the area of written expression, (2) incorporates the design of a progress monitoring tool that may be adapted to fit local grade-level expectations using Goal Attainment Scaling (GAS), (3) uses the best available evidence in the design of the core intervention and (4) provides a model that may be replicated for the purpose of evaluating program effectiveness at a system level.
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