Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability

Abstract

Response to Intervention (RtI) is being implemented as a new initiative in PK‐12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.

Three‐Year Outcomes of a School‐Hospital Partnership Providing Multitiered Mental Health Services in Urban Schools

“…In this study, enhanced school MH capacity was a key finding, as this represents changes that have been made to the participating schools' systems, procedures, and protocols to better address students' social, emotional, and behavioral health. Such changes, along with school leadership support, access to ongoing professional development for school staff, data‐driven shared decision‐making, aligning programs with the mission of schools, and providing adequate resources, are known key factors for long‐term sustainability of MH programming in schools . In addition to the hospital and school district partnerships created for this program, other collaborations, such as with community‐based MH agencies to provide billable clinical services, will continue to be needed to achieve sustainability of the full MTSS model.…”

Principals and Professional Learning Communities: Breaking Down Barriers to Effective Response to Intervention in Secondary Schools

“…The researchers suggest that assessment of fidelity should be utilized equally in all tiers (Burns et al, 2013, p. 81). Overall, researchers appear to agree that the uncertainty surrounding the precise implementation of RTI contributes to the hesitation to utilize it over traditional intervention methods (Bartholomew & De Jong, 2017;Burns et al, 2013;Raagas, 2021;Robinson et al, 2013).…”

“…Similarly, Burns et al (2013) explain that the validity of RTI models is threatened when the fidelity of implementation is not frequently assessed (p. 81). The researchers suggest that assessment of fidelity should be utilized equally in all tiers (Burns et al, 2013, p. 81).…”

“…Foster -Fishman et al (2007) as cited by Burns et al (2013) define systems change as an "intentional process designed to alter the status quo by shifting and realigning the form and function of a targeted system" (p. 81). Researchers appear to agree that when the purpose of a systems change is unclear and the implementers perceive the change as a bureaucratic approach, it is less accepted.…”

Synthesis of Research Symposium at CLD’s 35th International Conference on Learning Disabilities

“…With the next reauthorization of IDEA anticipated in 2014 or 2015, attention in the field has been turning to refining aspects of RTI such as how to predict responsiveness (Compton et al, 2012) or how a tiered model might be implemented with secondary school students (Vaughn & Fletcher, 2012). However, RTI as implemented by researchers might be difficult for practitioners to carry out or sustain (Burns et al, 2013). To better understand the next steps for applications of RTI in natural settings, it is worthwhile to explore how schools have translated the research-based components into practice, particularly in reading at Grades K-3 where more robust evidence is available (Gersten et al, 2009).…”