A Response to Intervention Model Incorporating Experimental (Single Case)/ NASP Design

     Presenters offered their rationale for single case design in measuring student outcome with regard to interventions.  Key point is that when there is improvement in outcome data,  it is less relevant to establish conclusively that the intervention was the specific cause of the improvement.  What is important is that there is improvement.  When there is no meaningful improvement, we may make the assumption that the intervention is not benefiting the student,  providing one of the variables is not with the fidelity, or duration or frequency of intervention. 


The model described contains the usual 3 tiers: 

1. Universal screening and progress monitoring using quality curriculum. All students
   
2. Standardized interventions with small groups in general education - approx 15 - 20% of students at any time
   
3. Individualized interventions with in-depth problem analysis in general education - approx. 5% of students at any time
   

The problem solving model applied to these tiers: 

1. Identify discrepancy between expectation and performance for the class OR the individual
   
2. for the individual: Identify category of problem and assign small group solution
   
3. for the individual: Identify causal variable. Implement individual intervention
   

Response to intervention is the hunt for what works, not the hunt for SLD.