RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

Authors

  • Kathleen Abou-Rjaily Northern Arizona University
  • Susan Stoddard Northern Arizona University

DOI:

https://doi.org/10.18251/ijme.v19i3.1227

Keywords:

Response to Intervention, behavior, behavior disordered, culturally responsive, guiding questions

Abstract

Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation.  While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.

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Published

2017-10-31

How to Cite

Abou-Rjaily, K., & Stoddard, S. (2017). RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions. International Journal of Multicultural Education, 19(3), 85–102. https://doi.org/10.18251/ijme.v19i3.1227

Issue

Vol. 19 No. 3 (2017): Open Theme Issue

Section

Praxis Articles (Peer-reviewed)

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