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dc.contributor.authorMcGuire, Beatrizen_US
dc.date.accessioned2015-08-05T00:53:41Z
dc.date.available2015-08-05T00:53:41Z
dc.date.issued2012
dc.date.submitted2012
dc.identifier.other(ALMA)contemp
dc.identifier.urihttps://hdl.handle.net/2144/12512
dc.descriptionThesis (O.T.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.en_US
dc.description.abstractThe 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.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.titleUsing a response to intervention (RtI) framework with 1st grade students: a model for occupational therapy practitionersen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameDoctor of Occupational Therapyen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineOccupational Therapyen_US
etd.degree.grantorBoston Universityen_US


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