Response-to-Intervention
Researchers at the University of Nebraska-Lincoln in the Department of Educational Psychology received funding from the Nebraska Department of Education to conduct a 14-month project in conjunction with Lincoln Public Schools (LPS). The aims of the project were to (a) develop and field test a more reliable and helpful system for identifying students with specific learning disabilities; (b) develop a verification system that makes use of early identification and intervention of students at-risk to meet students' instructional needs and use special education services more sparingly and more efficiently; and (c) collect data comparing the current eligibility model for Learning Disability to a Response to Intervention model piloted for LPS.
Intervention in the primary years is critical. The current model for identifying students as Learning Disabled has been described as a "wait to fail" model. Often, a significant discrepancy does not manifest itself until students are in third or fourth grade. This pilot program used state-of-the-art intervention methods to identify students' instructional and programming needs from very early on.
For additional information on this investigation, please contact:
Project Key Investigators: Edward Daly (PI)
Graduate Assistants: Ann Crawford, Melanie Henshaw, & Alexandra Sorman
