Responsiveness-to-Intervention

Recent advances concerning emerg-ing/beginning reading skills, positive be-havioral support, and 3-tiered school-wide prevention models (i.e., primary, secondary, and tertiary levels) combined with federal mandates (i.e., IDEA and No Child Left Be-hind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. Making this possible are new measures for identifying young students as early as kindergarten who are not acquir-ing early basic literacy skills. However, questions regarding exactly how to formu