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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: Contributor(s): Material type: TextTextSeries: 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): 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 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

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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