RTI for Students Presenting with Behavioral Difficulties
Culturally Responsive Guiding Questions
Bibliographic Data
| ID | 2501974 |
|---|---|
| Authors | Kathleen Abou-Rjaily (Northern Arizona University), Susan Stoddard (Northern Arizona University) |
| Year | 2017 |
| Volume | 19 |
| Issue | 3 |
| Pages | 85-102 |
| Publication date | 2017-10-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 1934-5267 • E-ISSN: 1934-5267 |
| Publisher | Eastern University (PUBLISHER • US) |
| DOI | 10.18251/ijme.v19i3.1227 |
| OpenAlex | W2766286316 |
| Language | EN |
| References cited | 8 |
Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework
Cultural diversity · Emotional and behavioral disorders · Intervention (counseling · Medical education · Pedagogy · Psychological intervention · Response to Intervention · Sociology · Special education · Applied Psychology · Behavioral and Psychological Studies · Education Discipline and Inequality · Family and Disability Support Research · Medicine · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |