Responding When It Counts

By Frederick J. Brigham and Michele M. Brigham

Have you noticed how regular visits to the physician or dentist always start with a rundown of the same information? There’s a very good reason for this.

A few simple and easily measured attributes can signal changes in the general state of the individual’s physical or dental health. Everyone who comes in for an appointment gets a screening, but only those who show indications of other problems get diagnoses and intensive treatment.

The same logic applies to the increasingly popular program called Response to Intervention, or RTI. The fundamental idea is that, by screening every child regularly on simple performance indicators that are critically related to important curricular outcomes, we can catch students who are showing signs of difficulty and provide them with modest levels of support before their instructional problems become insurmountable. 

Subscribers please click here to continue reading. If you are not a subscriber, please click here to purchase this article or to obtain a subscription to ASBJ.