Ask the Experts

First, remember that RtI is not itself an intervention. RtI is a problem solving framework that emphasizes the use of current student data to guide selection of an evidence-based practice that can be implemented with high fidelity or accuracy. Regular evaluation of student responsiveness to an intervention is conducted to determine if an intervention should be continued, adapted, or replaced.

Second, RtI relies on the careful use of DATA to narrow what a student needs to learn/do (OUTCOME). After an outcome is delineated, a tested intervention (PRACTICES) that has been shown to be effective in producing the desired outcome should be selected. Most importantly, implementers must have the SUPPORTS to be fluent and accurate implementers of the intervention. Even the best intervention will not be effective if not implemented with fidelity or not aligned with what the student needs to learn.

Third, whether we are looking at whole school, entire classrooms, or individual students, the above RtI considerations must be in place so that we (a) understand what the student is doing and why, (b) match the best evidence-based intervention to what we learn from this assessment, and (c) arrange the implementation environment and prepare the intervention implementers so that intervention will be implemented with accuracy, durability, relevance, and efficiency. This last consideration may be one of the most important.

Finally, the above can not be done by an individual, but should be done by a team that has family participation, behavioral expertise, and good implementers. So, it is difficult to suggest specific interventions or practices for any one student by only looking at the student's label or diagnosis, or behavior types in isolation of the context or environments in which those behaviors are observed and not observed. From an RtI perspective, it is important to remember that the more non-responsive a student's behavior is, the more intensive and adult supervised the intervention must be. Thus, peer-based and self-management strategies would generally be expected to be less effective, unless adult supports are continued.