Abstract
The psychological and educational literature is replete with lists of the shortcomings of traditional educational assessment and intervention practices and concomitant calls for reform (e.g., Reschly, 1988, Sheridan and Gutkin, 2000; Ysseldyke and Christenson, 1987), and yet change has been slow. Much of current practice may still be characterized by said shortcomings, such as: predominately within-child conceptualizations of educational dif- ficulties; too little time allotted for prevention and early intervention; more rhetoric than action in creating significant opportunities for parent engagement; assessment conducted for the purpose of eligibility determination, rather than intervention; and the reliance on placement as a means of addressing students’ difficulties. An emerging alternative, response to intervention (RTI), addresses many of these limitations. However, to meet the spirit of those calls for reform, an RTI approach requires consideration of the complex interaction among environmental influences in multiple contexts, those in which children learn and develop. Conceptualized in this way, RTI is an opportunity to fully realize the assessment to intervention link.
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Keywords
- Parent Engagement
- California School Psychologist
- Academic Behavior
- Home Support
- School Psychology Review
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Reschly, A.L., Coolong-Chaffin, M., Christenson, S.L., Gutkin, T. (2007). Contextual Influences and Response to Intervention: Critical Issues and Strategies. In: Jimerson, S.R., Burns, M.K., VanDerHeyden, A.M. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-49053-3_11
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