Handbook of Response to Intervention and Multi-Tiered Systems of Support

<p>Of the many issues facing special education (and general education) today it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately RTI remains ill-defined falls far short of its evidence-based practice goal is almost invariably misused and often results in more harm than good. Nevertheless as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate evidence-based instruction.</p><p>The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably distinct differences exist between them. Therefore chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition the authors recommend a third term Multi-Tiered Instruction to differentiate the practices related to the purpose of the specific intervention.</p>