Selected application of response-to-intervention principles in college courses: possibilities and limitations created by Carolyn A. Blondin, Kyle Voils, Charles E. Galyon and Robert L. Williams

By:

Blondin, Carolyn A [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26 , number 2,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Response to Intervention -- Models -- At Risk Students

LOC classification:

LB1778 JOU

Abstract: Concepts from the Response-to-Intervention (RTI) Model were used to promote a successful course outcome for students at risk for making low grades in an entry-level college course. The first exam served as a universal screener to identify students who could potentially benefit from RTI assistance. The researchers developed a tiered coaching arrangement targeting homework accuracy and exam scores. Homework accuracy was used as a progress-monitoring measure. A multiple-baseline design across participants showed that homework accuracy increased from baseline to treatment phases. Exam gaps between participant exam scores and class averages decreased following treatment implementation for a majority of participants.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.2 (pages61-103)	Not for loan	For in house use only

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Concepts from the Response-to-Intervention (RTI) Model were used to promote a successful course outcome for students at risk for making low grades in an entry-level college course. The first exam served as a universal screener to identify students who could potentially benefit from RTI assistance. The researchers developed a tiered coaching arrangement targeting homework accuracy and exam scores. Homework accuracy was used as a progress-monitoring measure. A multiple-baseline design across participants showed that homework accuracy increased from baseline to treatment phases. Exam gaps between participant exam scores and class averages decreased following treatment implementation for a majority of participants.

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