Selected Application of Response-to-Intervention Principles in College Courses: Possibilities and Limitations
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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