Psychologists welcome the implementation of RTI models and principles for exceptional children, including those with autism. Unfortunately, the effects of RTI on autistic children and their behaviors remain unclear. This paper reports the results of RTI usage in children with autism. A brief review of literature is performed. Methods and results of the intervention are discussed. The goal of the study is to see whether RTI can be successfully applied to enhance emotional stability and behaviors in children and adolescents with autism.
Response-to-Intervention (RTI) is a popular object of present day research. RTI is claimed to be an innovative approach to delivering learning and psychological/ emotional services in schools (Barnes & Harlacher, 2008). RTI is fairly regarded as a relevant, proactive response to the emotional and behavioral difficulties faced by school children in their striving to meet at least the basic learning objectives (Barnes & Harlacher, 2008). RTI can be defined as “a multi-tiered method of service delivery in which all students are provided an appropriate level of evidence-based instruction based on their academic needs, and involves frequent assessment of students’ progress, data-based decision-making, and placement of students within a range of instructional supports” (p.417). As RTI is becoming more popular, the main question raised by school practitioners is in what principles guide the implementation of the model and how exactly it can be applied in practice.
According to Barnes and Harlacher (2008), RTI relies on the five main principles. First, the model is both proactive and preventative (Barnes & Harlacher, 2008). Second, RTI ensures a strategic emotional and instructional fit between the student, student’s needs, and the curriculum and instruction (Barnes & Harlacher, 2008). Third, RTI builds on data-based decision-making and is problem-solving-oriented (Barnes & Harlacher, 2008). Fourth, RTI relies on the use of ...Show more