The Response to Intervention is aimed at changing the ways in which traditional educational institutions support the student groups with learning, cognitive and behavioral issues that they face in their learning process (Stewart, Martella, Nancy, Marchand and Benner, 2005). This method works by systematically providing or delivering new steps of interventions and instructions from the entities that provide education tot the students on the basis of the demonstrated or displayed levels of needs and requirements of the student and learner groups. Response to Intervention can thus, be defined as an educational and instructional practice which is aimed at providing consistent, high quality and easily assimilative interventions that would help the educational provisions to match the needs of the students while at the same time ensuring the frequent monitoring of the educational and interventional practices to ensure that proper decisions are taken regarding the modifications that are to be made to the existing education and intervention systems and instructions given to the specific student groups (Fuchs, Compton, Fuchs, Bryant and Davis, 2008). The Response to Intervention is built on the basis of a problem solving model, in which both the internal factors applicable to a student and the external factors that may affect the level of assimilation and understanding of the student are considered with the aim of solving common academic problems. The Response to Intervention has emerged as an innovative way of thinking about the intervention assistance and disability identification for the vulnerable, academically weak and unresponsive learner groups. This method of educational intervention is especially applicable to the children in primary and post primary school levels.
The Positive Behavioral Interventions and Support (PBIS) is an extended version of the Response to Intervention which is aimed at