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Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders

^* To whom correspondence should be addressed. E-mail: dcheney{at}u.washington.edu.

	Abstract

Response to Intervention (RtI) has become an important element of policy, practice, and research since the 2004 reauthorization of the Individuals with Disabilities Education Act. In this article, five metrics recommended by Gresham (2005) were used to evaluate the progress of 127 students who were at risk of developing emotional disturbance and enrolled in a Tier 2 targeted group intervention. Student progress on a daily behavior report card was used to identify responders and nonresponders. Results suggest that percentage of change and effect size were the most useful metrics and identified 67% of the students as responders to the intervention. Additionally, 91% of the responders were not identified for special education, and over 50% reduced their problem behavior ratings on the Social Skills Rating System Teacher Form. These findings suggest that the intervention reduced the student’s at-risk status and helped prevent the development of emotional and behavioral disabilities.

First published on May 14, 2008, doi:10.1177/0022466907313349

The Journal of Special Education 2008;42:108.

A more recent version of this article appeared on August 1, 2008


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