How Should "Unresponsiveness" to Secondary Intervention Be Operationalized? It Is All about the Nudge

Autor/in	Compton, Donald L.
Titel	How Should "Unresponsiveness" to Secondary Intervention Be Operationalized? It Is All about the Nudge
Quelle	In: Journal of Learning Disabilities, 39 (2006) 2, S.170-173 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Stellungnahme; Reaction Time; Responses; Intervention; Definitions; Learning Disabilities; School Security; Conflict Resolution + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Begriffsbestimmung; Learning handicap; Lernbehinderung; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	In the fourth session of the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in 2003, Good, Vellutino, and Torgesen presented papers that addressed the question, "How should unresponsiveness to secondary intervention be operationalized in an RTI approach to LD identification?" In this commentary, I highlight important areas in which ideas converge across the three presentations. I argue that it will be important, as the field begins to grapple with a definition of "unresponsiveness" to secondary intervention, that we also specify "who" should get the intervention, "what" the intervention should consist of, "when" the intervention should occur, "how long" the intervention should last, and "by whom" the intervention should be applied. Only then can we accurately assess the merits of competing definitions of unresponsiveness. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10