A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms: Child Assessment and Intervention through Classroom Team Self-Reflection

ERIC Educational Resources Information Center

Abbott, Mary; Beecher, Constance; Petersen, Sarah; Greenwood, Charles R.; Atwater, Jane

2017-01-01

Many schools around the country are getting positive responses implementing Response to Intervention (RTI) within a Multi-Tiered System of Support (MTSS) framework (e.g., Abbott, 2011; Ball & Trammell, 2011; Buysee & Peisner-Feinberg, 2009). RTI refers to an instructional model that is based on a student's response to instruction. RTI…

PLCs, DI, & RTI: A Tapestry for School Change

ERIC Educational Resources Information Center

Stoehr, Judy; Banks, Maria; Allen, Linda

2011-01-01

Rather than buying individual books about professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI), invest wisely in one resource that synthesizes all three. The text uses a tapestry analogy to weave together these critical topics to form a comprehensive framework for achieving continuous school…

The Extent to Which Response to Intervention Exists in Reading in K-2 Spanish Dual Language Immersion Classrooms in a Wisconsin School District

ERIC Educational Resources Information Center

Chaja-Clardy, Sarah R.

2016-01-01

Bilingual programs continue to expand in school districts across the United States to address the growing numbers of students whose home language is other than English. The Response to Intervention (RTI) framework was used to guide this qualitative study, the purpose of which was to identify the extent to which the five elements of RTI exist in…

Response to Intervention as a Vehicle for Powerful Mental Health Interventions in the Schools

ERIC Educational Resources Information Center

Froiland, John Mark

2011-01-01

School psychologists can work within a Response to Intervention (RtI) framework to increasingly promote the mental health of students. This article shares the unfolding of two composite case studies that exemplify how a practicing school psychologist can use a problem-solving framework to deliver effective mental health interventions to individual…

Identifying Head Start Children for Higher Tiers of Language and Literacy Instruction

ERIC Educational Resources Information Center

Albritton, Kizzy; Stuckey, Adrienne; Patton Terry, Nicole

2017-01-01

The application of Response to Intervention (RtI) to early childhood settings presents many opportunities and challenges; however, it remains unclear how best to implement this framework in settings in which children at risk of academic difficulty are overrepresented, like Head Start. One of the first steps in implementing any RtI process is the…

Just-in-Time Pedagogy: Teachers' Perspectives on the Response to Intervention Framework

ERIC Educational Resources Information Center

Wilcox, Kathleen A.; Murakami-Ramalho, Elizabeth; Urick, Angela

2013-01-01

The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in-service teacher certification standards and developing similar batteries for assessing literacy…

Barriers to Implementing the Response to Intervention Framework in Secondary Schools: Interviews with Secondary Principals

ERIC Educational Resources Information Center

Bartholomew, Mitch; De Jong, David

2017-01-01

Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the…

New Mexico Response to Intervention Framework Manual

ERIC Educational Resources Information Center

New Mexico Public Education Department, 2014

2014-01-01

This manual details the instructional framework and guidance on the Response to Intervention (RtI) process in New Mexico. The manual includes: (1) a section on each of the three instructional tiers; (2) a glossary of key terms; (3) sample forms to assist with the Student Assistance Team (SAT) process; and (4) key resources for teachers.

The Use of Piecewise Growth Models to Estimate Learning Trajectories and RtI Instructional Effects in a Comparative Interrupted Time-Series Design

ERIC Educational Resources Information Center

Zvoch, Keith

2016-01-01

Piecewise growth models (PGMs) were used to estimate and model changes in the preliteracy skill development of kindergartners in a moderately sized school district in the Pacific Northwest. PGMs were applied to interrupted time-series (ITS) data that arose within the context of a response-to-intervention (RtI) instructional framework. During the…

Using Partially Observed Markov Decision Processes (POMDPs) to Implement a Response to Intervention (RTI) Framework for Early Reading

ERIC Educational Resources Information Center

Tokac, Umit

2016-01-01

The dissertation explored the efficacy of using a POMDP to select and apply appropriate instruction. POMDPs are a tool for planning: selecting a sequence of actions that will lead to an optimal outcome. RTI is an approach to instruction, where teachers craft individual plans for students based on the results of screening test. The goal is to…

Accelerating Chronically Unresponsive Children to Tier 3 Instruction: What Level of Data Is Necessary to Ensure Selection Accuracy?

ERIC Educational Resources Information Center

Compton, Donald L.; Gilbert, Jennifer K.; Jenkins, Joseph R.; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette

2012-01-01

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…

Response to Intervention and Math Instruction

ERIC Educational Resources Information Center

Hinton, Vanessa; Flores, Margaret M.; Shippen, Margaret

2013-01-01

Response to intervention (RTI) is a framework in which interventions are implemented mostly in general education classes to resolve academic difficulties and help to mitigate contextual variables (i.e., lack of instruction, socio economic status, cultural differences, etc.) as an explanation for academic failure. The implementation of…

Response to Intervention: A Research-Based Summary

ERIC Educational Resources Information Center

Hughes, Charles A.; Dexter, Douglas D.

2011-01-01

Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…

A Guide to the Kentucky System of Interventions

ERIC Educational Resources Information Center

Kentucky Department of Education, 2012

2012-01-01

The Kentucky System of Interventions (KSI) framework emphasizes optimizing instruction through targeted accelerated learning, development of teacher expertise and responsiveness to the needs of all learners. This approach to Response to Intervention (RtI) provides the structures needed for closing achievement gaps, ensuring readiness to learn and…

Effect of a Targeted Early Literacy Intervention for English Learners

ERIC Educational Resources Information Center

Arellano, Elizabeth Michelle

2013-01-01

This study examined the effectiveness of a targeted early literacy intervention among Spanish-speaking kindergarten English Learners (ELs). Using a Response to Intervention (RtI) framework, participants were screened in English to ensure a need for additional literacy support. Selected students were then screened in Spanish, and students with…

Responsiveness to Intervention in Reading: Architecture and Practices

ERIC Educational Resources Information Center

Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David

2013-01-01

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…

Implementing Response to Intervention: Results of a Survey of School Principals

ERIC Educational Resources Information Center

Swindlehurst, Kelly; Shepherd, Katharine; Salembier, George; Hurley, Sean

2015-01-01

Response to Intervention (RtI) is a framework schools can use to organize curriculum, instruction, and assessment so all students are screened on a regular basis and those who are at-risk for not meeting standards are provided with appropriate interventions (Batsche, Kavale, & Kovaleski, 2006). This paper explored the quantitative findings…

Practical Handbook of School Psychology: Effective Practices for the 21st Century

ERIC Educational Resources Information Center

Peacock, Gretchen Gimpel, Ed.; Ervin, Ruth A., Ed.; Daly, Edward J., III, Ed.; Merrell, Kenneth W., Ed.

2009-01-01

This authoritative guide addresses all aspects of school psychology practice in a response-to-intervention (RTI) framework. Thirty-four focused chapters present effective methods for problem-solving-based assessment, instruction, and intervention. Specific guidelines are provided for promoting success in core academic domains--reading, writing,…

Response to Intervention and the Pyramid Model

ERIC Educational Resources Information Center

Fox, Lise; Carta, Judith; Strain, Phil; Dunlap, Glen; Hemmeter, Mary Louise

2009-01-01

Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood…

Technical Adequacy of Response to Intervention Decisions

ERIC Educational Resources Information Center

VanDerHeyden, Amanda M.

2011-01-01

Perhaps the greatest value of response to intervention (RTI) as a decision framework is that it brings attention to variables (e.g., mastery of prerequisite skills, frequency of instructional corrective feedback, reinforcement schedules for correct responding) that if changed might make a meaningful difference for students (e.g., child rate of…

Assess. Instruct. Repeat.

ERIC Educational Resources Information Center

Demski, Jennifer

2009-01-01

Response to Intervention, or RTI, is a framework for using data to establish the nature and degree of the help a student needs, and then applying strategies targeting those areas. It is a carefully drawn, systematic form of data-driven decision-making that establishes multiple stages of interventions for varying degrees of problems. Though some…

Early Intervention for Reading Difficulties: The Interactive Strategies Approach

ERIC Educational Resources Information Center

Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

2010-01-01

This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…

Teachers' Perceptions of the Functionality and Effectiveness of the Response to Intervention Model

ERIC Educational Resources Information Center

Hernandez, Patricia

2012-01-01

The purpose of this study is to investigate teachers' perceptions of the functionality and effectiveness of the response to intervention model. Using a response to intervention (RTI) framework has become a priority for school district as they move to meet federal legislative mandates. Through this study teachers in the southwestern part of the…

RTI Essential Components Integrity Rubric

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2011

2011-01-01

The Response to Intervention (RTI) Essential Components Integrity Rubric is for use by individuals who are responsible for monitoring school-level fidelity of RTI implementation. The rubric is aligned with "Essential Components of RTI: A Closer Look at Response to Intervention" (National Center on Response to Intervention, 2010).…

Response to Intervention (RTI) Services: An Ecobehavioral Perspective

ERIC Educational Resources Information Center

Greenwood, Charles R.; Kim, Joung Min

2012-01-01

Schoolwide Response to Intervention (RTI) services are growing in prevalence in U.S. schools. Most advanced are RTI programs in elementary schools, with preschool and secondary education programs beginning to discuss, develop, and experiment with schoolwide RTI. At its heart, RTI seeks to account for individual differences in student learning…

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.

PubMed

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica S; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K

2014-10-01

This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms ( n = 522 students) across 10 socio-economically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition ( d = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed.

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

PubMed Central

Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K.

2014-01-01

This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models – Typical RTI and Dynamic RTI - and included 34 first-grade classrooms (n = 522 students) across 10 socio-economically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students’ initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition (d = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed. PMID:25530622

Meeting the Needs of ELLs with Response to Instruction and Intervention: A Mixed Methods Case Study Focusing on the Implementation of Tier 2 Intervention

ERIC Educational Resources Information Center

Nguyen-Quang, Florence

2012-01-01

The purpose of this study was to examine how the Response to Instruction and Intervention (RtI2) framework was implemented at a culturally, ethnically, and linguistically diverse urban school. This study also evaluated the effectiveness of Burst: Early Literacy Intervention (Wireless Generation®, 2009), a Tier 2 intervention program, in regards to…

Frameworks for Response to Intervention in Early Childhood: Description and Implications

ERIC Educational Resources Information Center

Communication Disorders Quarterly, 2014

2014-01-01

In February, 2013, the Division of Early Childhood, the National Association for the Education of Young Children, and the National Head Start Association released a collaborative paper to provide clarification and assistance regarding the relationship of response to intervention (RTI) with the field of early childhood (EC). In addition to…

Examining the Impact of IRIS-RTI Modules on Preservice Teachers' Knowledge of Response to Intervention in Reading

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2013-01-01

Changes in legislation and the policies of education (e.g., NCLB 2002, IDEA 2004), the potential benefits of response-to-intervention (RTI), and government funds to support early intervention have made RTI a prominent issue in current education. To prepare teachers for implementing RTI, there are several government-sponsored online professional…

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K.

2014-01-01

This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models--typical RTI and dynamic RTI--and included 34 first-grade classrooms (n = 522 students) across 10 socioeconomically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response…

Measuring the Implementation Fidelity of the Response to Intervention Framework in Milwaukee Public Schools. REL 2017-192

ERIC Educational Resources Information Center

Ruffini, Stephen J.; Miskell, Ryan; Lindsay, Jim; McInerney, Maurice; Waite, Winsome

2016-01-01

Many schools identified by states as needing improvement through their Elementary and Secondary Education Act waivers have selected Response to Intervention (RTI), a three-tiered instruction program sometimes referred to as tiered levels of instruction, as one of their main strategies for improving school performance and closing achievement gaps.…

Providing Services for Students with Gifts and Talents within a Response-to-Intervention Framework

ERIC Educational Resources Information Center

Johnsen, Susan K.; Parker, Sonia L.; Farah, Yara N.

2015-01-01

Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA's focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and…

A Systemic Approach to Implementing Response to Intervention in Three Colorado High Schools

ERIC Educational Resources Information Center

Duffy, Helen; Scala, Jenny

2012-01-01

The National High School Center continues to receive inquiries about how to support high school implementation of response to intervention (RTI). Given the National High School Center's previous work on the topic, the authors wanted to better understand the conditions that contribute to or inhibit implementation of tiered frameworks in high…

An Examination of Treatment Effects of a First Grade Literacy Intervention Using a Regression Discontinuity Design

ERIC Educational Resources Information Center

Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.

2012-01-01

Response to Intervention (RTI) is a tiered instructional delivery framework developed to meet the needs of all students and has the potential to improve reading achievement, prevent reading problems, and improve identification accuracy for learning disabilities. Tier 1 typically occurs in the context of the general education classroom and is…

Identifying Preschool Children for Higher Tiers of Language and Early Literacy Instruction within a Response to Intervention Framework

ERIC Educational Resources Information Center

Carta, Judith J.; Greenwood, Charles R.; Atwater, Jane; McConnell, Scott R.; Goldstein, Howard; Kaminski, Ruth A.

2014-01-01

Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) is beginning to be implemented in preschool programs to improve outcomes and to reduce the need for special education services. The proportions of children in programs identified as struggling learners through universal screening have important implications for the…

Elementary School Psychologists and Response to Intervention (RTI)

ERIC Educational Resources Information Center

Little, Suzanne; Marrs, Heath; Bogue, Heidi

2017-01-01

The implementation of Response to Intervention (RTI) in elementary schools may have important implications for school psychologists. Therefore, it is important to better understand how elementary school psychologists perceive RTI and what barriers to successful RTI implementation they identify. Although previous research has investigated the…

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K.

2015-01-01

This randomized control study compares the efficacy of two response-to-intervention (RTI) models: (1) Dynamic RTI, which immediately refers grade 1 students with the weakest skills to the most intensive intervention supports (Tier 2 or Tier 3); and (2) Typical RTI, which starts all students in Tier 1 and after 8 weeks, decides whether students who…

Response to Intervention (RTI) for Students Presenting with Behavioral Difficulties: Culturally Responsive Guiding Questions

ERIC Educational Resources Information Center

Abou-Rjaily, Kathleen; Stoddard, Susan

2017-01-01

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…

Planning for RtI

ERIC Educational Resources Information Center

Robins, Jennifer; Antrim, Patricia

2013-01-01

In 2004 the Individuals with Disabilities Education Act authorized funding for Response to Intervention (RtI) instruction in the United States. By 2011, 71 percent of school districts had adopted RtI (Institute of Education Sciences 2011). The goal of RtI is to provide personalized, just-in-time intervention in reading and math for students who…

My Virtual Reading Coach: "An Analysis of Usage and Impact," 2013-14. Technical Note. Volume 3, Number 2

ERIC Educational Resources Information Center

Urdegar, Steven M.

2014-01-01

My Virtual Reading Coach (MVRC) is an online program for students who have been identified as struggling readers. It is used as an intervention within the Response to Intervention (RtI) framework, as well as for students with disabilities. The software addresses reading sub-skills (i.e., comprehension, fluency, phonemic awareness, phonics, and…

Grading Exceptional and Struggling Learners

ERIC Educational Resources Information Center

Jung, Lee Ann; Guskey, Thomas R.

2011-01-01

How can you ensure that you are grading your exceptional students fairly? Teachers receive very little guidance for grading students with disabilities, English learners, and those receiving services through a response-to-intervention (RTI) process. This practitioner-friendly book provides teachers and administrators with an effective framework for…

Practical Applications of Response-to-Intervention Research

ERIC Educational Resources Information Center

Griffiths, Amy-Jane; VanDerHeyden, Amanda M.; Parson, Lorien B.; Burns, Matthew K.

2006-01-01

Several approaches to response to intervention (RTI) described in the literature could be blended into an RTI model that would be effective in the schools. An effective RTI model should employ three fundamental variables: (a) systematic data collection to identify students in need, (b) effective implementation of interventions for adequate…

Using Response-to-Intervention to Enhance Outcomes for Children

ERIC Educational Resources Information Center

VanDerHeyden, Amanda M.; Jimerson, Shane R.

2005-01-01

Response to Intervention (RTI) models have substantial promise for screening, intervention service delivery, and to serve as catalysts for system change to enhance the educational outcomes of children. RTI represents a more flexible service delivery model; however, it is essential to articulate how RTI can be effectively implemented and…

Iowa Department of Education Guidance Document. Response to Intervention

ERIC Educational Resources Information Center

Iowa Department of Education, 2011

2011-01-01

The purpose of this document is to provide an overview of Response to Intervention (RtI), including essential components. Iowa's RtI document is designed to provide the state with common language and understanding of RtI, why RtI is important for improving student results, general timelines for implementation and answers to Frequently Asked…

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Cirino, Paul T; Fuchs, Douglas; Compton, Donald L; Changas, Paul C

2015-07-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2 nd -grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge. PMID:26097244

What Every School Leader Needs to Know about RTI

ERIC Educational Resources Information Center

Searle, Margaret

2010-01-01

These days, Response to Intervention (RTI) is everywhere, and there are lots of claims about what RTI is and how to do it. At last, here's a book that helps you cut through the quackery and ensure that your approach to RTI represents the very best of what is known about assessment, instruction, and intervention. Author Margaret Searle provides you…

Response to Intervention (RtI) in Secondary Schools: A Comparison of the RtI Service Delivery Model

ERIC Educational Resources Information Center

Epler-Brooks, Pam L.

2011-01-01

This qualitative, collective case study researched how the Response to Intervention (RtI) service delivery model was used within the secondary educational environment in two Ohio schools. Areas researched included the type of professional development used to introduce and sustain RtI, the amount of administrative support, the use of universal…

A Case Analysis of an Elementary School's Implementation of Response to Intervention

ERIC Educational Resources Information Center

White, Richard B.; Polly, Drew; Audette, Robert H.

2012-01-01

The study provides an illustration of an elementary school's implementation of a model of Response to Intervention (RTI). The school was selected to be the pilot for RTI implementation within the district. The study employed interviews of all members of the school RTI Leadership Team and select members of the district-level RTI Leadership Team. An…

RTI and the Adolescent Reader: Responsive Literacy Instruction in Secondary Schools (Middle and High School). Language & Literacy Series Practitioners Bookshelf

ERIC Educational Resources Information Center

Brozo, William G.

2011-01-01

"RTI and the Adolescent Reader" focuses exclusively on Response to Intervention (RTI) for literacy at the secondary level. In this accessible guide, William Brozo defines RTI and explains why and how it is considered a viable intervention model for adolescent readers. He analyzes the authentic structural, political, cultural, and teacher…

Response to Intervention (RTI) in the Province of Saskatchewan

ERIC Educational Resources Information Center

Kemp-Koo, Debra; Claypool, Tim

2011-01-01

Response to Intervention (RTI) is at a beginning stage in the Saskatchewan province as well as in other parts of Canada. One needs only to enter RTI and the names of any of the Canadian provinces into any widely used search engine to see the marked difference in the availability of information about RTI when the Canadian provinces and individual…

Multi-Tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District

ERIC Educational Resources Information Center

Haynes, Heather A.

2012-01-01

This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide in 32 elementary schools. When a three-tiered framework is applied schoolwide, with all students and addressing academic and/or behavioral curricular instruction, it is…

Using a Response to Intervention (RtI) Framework with 1st Grade Students: A Model for Occupational Therapy Practitioners

ERIC Educational Resources Information Center

McGuire, Beatriz

2012-01-01

The most recent reauthorization of the Individual's with Disabilities Education Improvement Act (IDEA, 2004) allows for the expansion of occupational therapy's role in school-based practice to include students who have not been identified for special education through early intervening services such as response to intervention (RtI).…

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in 3rd Grade

ERIC Educational Resources Information Center

Beach, Kristen Dawn

2012-01-01

Reading is the most valuable skill children must master early in schooling. Unfortunately, many students struggle to read and may be identified as having a Reading Disability (RD). In this dissertation, I explored the usefulness of the Response-to-Intervention (RtI) framework for identifying children with RD by examining the use of 1st and 2nd…

Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students

ERIC Educational Resources Information Center

Keller-Margulis, Milena; Gischlar, Karen

2014-01-01

Research indicates that the practice of grade-level retention may have negative effects on students; nevertheless it is often used in practice for students who fail to meet academic standards. In contrast to retention, response to intervention (RtI) is a sound practice that is based on a preventive framework and utilizes differentiated instruction…

Passage Equivalency and Predictive Validity of Oral Reading Fluency Measures

ERIC Educational Resources Information Center

Checca, Christopher Jason

2012-01-01

The use of oral reading fluency (ORF) passages within a Response to Intervention (RTI) framework is examined. Significant limitations within the current ORF research are discussed. The passage equivalency and readability scores for DIBELS Next, AIMSweb, and a school district's curriculum's ORF passages are evaluated using Generalizability Theory…

Teachers' Perceptions of Their RTI Skills as They Relate to Assessment, Instruction, and Intervention

ERIC Educational Resources Information Center

Christian, Karyn Spann

2013-01-01

The purpose of this study was to examine teachers' perceptions of their Response to Intervention (RTI) skills as they relate to assessment, instruction, and intervention. "The Perceptions of RTI Skills Survey" was distributed to 138 elementary general education teachers in ten elementary schools in six rural school districts, and ninety…

Response to Intervention: Ready or Not? Or, from Wait-to-Fail to Watch-Them-Fail

ERIC Educational Resources Information Center

Reynolds, Cecil R.; Shaywitz, Sally E.

2009-01-01

Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical,…

Assessing African American Students for Specific Learning Disabilities: The Promises and Perils of Response to Intervention

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Graves, Scott L., Jr.; Esch, Rachel C.

2012-01-01

Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which educators provide research-based interventions to students that increase in intensity depending on students' instructional response. RtI is currently being implemented in schools across the United States. RtI's shift away from standardized testing…

A Study of the Effectiveness of Literacy Interventions on Middle and High School Students

ERIC Educational Resources Information Center

Luna, Jean; Gladson, Amy; Looney, Gina

2017-01-01

Response to Intervention and Instruction (RTI) is now the process for providing and monitoring reading interventions for students. In Tennessee, RTI is also used to identify students who may have a learning disability in the area of reading. For this reason, school districts are continuously evaluating the success of their RTI efforts in order to…

Middle School Teacher Satisfaction with Response to Intervention (RtI): An Assessment between Inception and Implementation

ERIC Educational Resources Information Center

Zahedi, Karynn Jensen

2010-01-01

Response to intervention (RtI) is a multi-tiered process of monitoring student responses to remediation that is designed to help struggling learners succeed within the purview of regular education. Under the RtI model, students are referred to special education only after a series of documented interventions have been attempted. This study…

Response to Intervention: Preventing and Remediating Academic Difficulties

PubMed Central

Fletcher, Jack M.; Vaughn, Sharon

2009-01-01

We address the advantages and challenges of service delivery models based on student response to intervention (RTI) for preventing and remediating academic difficulties and as data sources for identification for special education services. The primary goal of RTI models is improved academic and behavioral outcomes for all students. We review evidence for the processes underlying RTI, including screening and progress monitoring assessments, evidence-based interventions, and schoolwide coordination of multitiered instruction. We also discuss the secondary goal of RTI, which is to provide data for identification of learning disabilities (LDs). Incorporating instructional response into identification represents a controversial shift away from discrepancies in cognitive skills that have traditionally been a primary basis for LD identification. RTI processes potentially integrate general and special education and suggest new directions for research and public policy related to LDs, but the scaling issues in schools are significant and more research is needed on the use of RTI data for identification. PMID:21765862

Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation

ERIC Educational Resources Information Center

Marrs, Heath; Little, Suzanne

2014-01-01

As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and…

Translating Policy to Practice: Initiating RTI in Urban Schools

ERIC Educational Resources Information Center

Dougherty Stahl, Katherine A.; Keane, Annette E.; Simic, Ognjen

2013-01-01

This mixed methods study explores the pilot implementation of a Response to Intervention framework in the first grade classrooms in three urban schools. Two schools in a fully implemented condition (FI) with a facilitator and a partially implemented condition (PI) without a facilitator were investigated using student achievement data, field notes,…

Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

ERIC Educational Resources Information Center

Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

2011-01-01

Students with disabilities participate in two major measurement systems. The Individuals with Disabilities Education Act emphasizes working within a Response to Intervention (RTI) framework to identify and monitor the progress of low-performing students. Persistent low-performing students also may be eligible for some form of an alternate…

Differentiation and the Twice-Exceptional Student

ERIC Educational Resources Information Center

Franklin-Rohr, Cheryl

2012-01-01

Tier 1, the first level of instruction in the RtI (Response to Intervention) framework, is designed to meet the needs of 80% of students within the regular classroom. The only way to accomplish this goal is to use differentiation. Differentiation is not a singular process; it is rather a complicated process of adapting instructional strategies so…

Developing a Classroom Management Plan Using a Tiered Approach

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Brown, Monica R.

2011-01-01

In this article, the authors present a response-to-intervention (RTI) framework that both special and general education teachers can use in evaluating existing class structures and developing comprehensive classroom management plans for the purpose of managing challenging behaviors. They applied the concept of a three-tiered model of support at…

Examining Core Curricula in Writing for Grades 3-5

ERIC Educational Resources Information Center

Holtz, Jill; McCurdy, Merilee; Roehling, Julia V.

2015-01-01

Within a Response to Intervention (RtI) framework, Tier 1 instruction requires the selection of research-based core curricula. However, many educators and administrators are not aware of high-quality core writing curricula. The authors assembled a rubric to assist schools in evaluating core writing curricula for Grades 3-5. Rubric components…

Small groups, big gains: efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits.

PubMed

Kruse, Lydia G; Spencer, Trina D; Olszewski, Arnold; Goldstein, Howard

2015-05-01

The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.

Integrating Response to Intervention (RTI) with Neuropsychology: A Scientific Approach to Reading

ERIC Educational Resources Information Center

Feifer, Steven G.

2008-01-01

This article integrates the fundamental components of both "Response to Intervention" (RTI) and cognitive neuropsychology when identifying reading disorders in children. Both proponents of RTI and cognitive neuropsychology agree the "discrepancy model" is not a reliable or valid method to identify learning disorders in school. In addition, both…

A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School

ERIC Educational Resources Information Center

King Thorius, Kathleen A.; Maxcy, Brendan D.; Macey, Erin; Cox, Adrienne

2014-01-01

This qualitative case study focuses on factors mediating an urban school's enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding…

General Education Pre-Service Teachers' Levels of Concern on Response to Intervention (RTI) Implementation

ERIC Educational Resources Information Center

Barrio, Brenda L.; Combes, Bertina H.

2015-01-01

Revisions to Individuals with Disabilities Education Improvement Act (IDEIA) proposed alternative models, such as Response to Intervention (RTI), as a preventive measure that supports students at risk. As teachers' roles evolve in response to RTI, teacher preparation programs must adjust their focus and curriculum accordingly. A mixed-methods…

Evaluation of interventions on road traffic injuries in Peru: a qualitative approach

PubMed Central

2012-01-01

Background Evaluation of interventions on road traffic injuries (RTI) going beyond the assessment of impact to include factors underlying success or failure is an important complement to standard impact evaluations. We report here how we used a qualitative approach to assess current interventions implemented to reduce RTIs in Peru. Methods We performed in-depth interviews with policymakers and technical officers involved in the implementation of RTI interventions to get their insight on design, implementation and evaluation aspects. We then conducted a workshop with key stakeholders to analyze the results of in-depth interviews, and to further discuss and identify key programmatic considerations when designing and implementing RTI interventions. We finally performed brainstorming sessions to assess potential system-wide effects of a selected intervention (Zero Tolerance), and to identify adaptation and redesign needs for this intervention. Results Key programmatic components were consistently identified that should be considered when designing and implementing RTI interventions. They include effective and sustained political commitment and planning; sufficient and sustained budget allocation; training, supervision, monitoring and evaluation of implemented policies; multisectoral participation; and strong governance and accountability. Brainstorming sessions revealed major negative effects of the selected intervention on various system building blocks. Conclusions Our approach revealed substantial caveats in current RTI interventions in Peru, and fundamental negative effects on several components of the sectors and systems involved. It also highlighted programmatic issues that should be applied to guarantee an effective implementation and evaluation of these policies. The findings from this study were discussed with key stakeholders for consideration in further designing and planning RTI control interventions in Peru. PMID:22269578

Evaluation of interventions on road traffic injuries in Peru: a qualitative approach.

PubMed

Huicho, Luis; Adam, Taghreed; Rosales, Edmundo; Paca-Palao, Ada; López, Luis; Luna, Diego; Miranda, J Jaime

2012-01-23

Evaluation of interventions on road traffic injuries (RTI) going beyond the assessment of impact to include factors underlying success or failure is an important complement to standard impact evaluations. We report here how we used a qualitative approach to assess current interventions implemented to reduce RTIs in Peru. We performed in-depth interviews with policymakers and technical officers involved in the implementation of RTI interventions to get their insight on design, implementation and evaluation aspects. We then conducted a workshop with key stakeholders to analyze the results of in-depth interviews, and to further discuss and identify key programmatic considerations when designing and implementing RTI interventions. We finally performed brainstorming sessions to assess potential system-wide effects of a selected intervention (Zero Tolerance), and to identify adaptation and redesign needs for this intervention. Key programmatic components were consistently identified that should be considered when designing and implementing RTI interventions. They include effective and sustained political commitment and planning; sufficient and sustained budget allocation; training, supervision, monitoring and evaluation of implemented policies; multisectoral participation; and strong governance and accountability. Brainstorming sessions revealed major negative effects of the selected intervention on various system building blocks. Our approach revealed substantial caveats in current RTI interventions in Peru, and fundamental negative effects on several components of the sectors and systems involved. It also highlighted programmatic issues that should be applied to guarantee an effective implementation and evaluation of these policies. The findings from this study were discussed with key stakeholders for consideration in further designing and planning RTI control interventions in Peru.

School Area Road Safety Assessment and Improvements (SARSAI) programme reduces road traffic injuries among children in Tanzania.

PubMed

Poswayo, Ayikai; Kalolo, Simon; Rabonovitz, Katheryn; Witte, Jeffrey; Guerrero, Alejandro

2018-05-19

To determine the impact of a paediatric road traffic injury (RTI) prevention programme in urban Sub-Saharan Africa. Dares Salaam, Republic of Tanzania. Household surveys were conducted in catchment areas around 18 primary schools in Dar es Salaam, Republic of Tanzania; the catchment areas were divided into control and intervention groups. Collected data included basic demographic information on all school-aged household members and whether or not they had been involved in an RTI in the previous 12 months, and, if so, what the characteristics of that RTI were. Based on these findings, a separate road safety engineering site analysis and consultation with the communities and other stakeholders, an injury-prevention programme was developed and implemented, consisting of infrastructure enhancements and a site-specific educational programme. The programme was initially implemented at the intervention schools. After 1 year, data were collected in the same manner. The control group received the same intervention after follow-up data were collected. Data were collected on 12 957 school-aged children in the baseline period and 13 555 school-aged children in the post-intervention period, in both the control and intervention communities. There was a statistically significant reduction in RTIs in the intervention group and a non-significant increase in RTI in the control group. The greatest reduction was in motorcycle-pedestrian RTI, private vehicle-pedestrian RTI and morning RTI. The programme demonstrated a significant reduction in paediatric RTI after its implementation, in very specific ways. This study demonstrates that for a reasonable investment, scientifically driven injury-prevention programmes are feasible in resource-limited settings with high paediatric RTI rates. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Implementing RtI with Gifted Students

ERIC Educational Resources Information Center

Coleman, Mary Ruth, Ed.; Johnsen, Susan K., Ed.

2012-01-01

"Implementing RtI With Gifted Students" shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted…

Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project

ERIC Educational Resources Information Center

Hoppey, David

2013-01-01

This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate…

Response to Intervention: An Investigation of Training, Perceptions, and Fidelity of Implementation

ERIC Educational Resources Information Center

Latacha, Kathryn N.

2013-01-01

The authors investigated the extent to which the amount of training in Response to Intervention (RtI) impacts staff members' perceptions of RtI, how staff members' perceptions of RtI relate to their fidelity of implementation, and to what degree staff members' involvement in training influences their fidelity of implementation. A convenience…

A Middle School's Response-to-Intervention Journey: Building Systematic Processes of Facilitation, Collaboration, and Implementation

ERIC Educational Resources Information Center

Dulaney, Shannon K.

2013-01-01

This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a…

Exploring RTI Reading Intervention for Hispanic English Learning Kindergarten Students in Central Alabama: A Mixed Methods Study

ERIC Educational Resources Information Center

Hill, Kelly Leah

2013-01-01

This study addressed issues in implementing RTI Tier II reading intervention in kindergarten classrooms which contained Hispanic students learning English. In addition, the scope of reading progress of Hispanic students learning English was explored. The purpose of this research was to examine the frequency in providing RTI reading interventions…

Validity Evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC)

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Pool, Juli L.; Carter, Deborah R.

2011-01-01

An essential component of a response to intervention (RTI) framework is a screening process that is both accurate and efficient. The purpose of this study was to analyze the validity evidence for the "Test of Silent Reading Efficiency and Comprehension" (TOSREC) to determine its potential for use within a screening process. Participants included…

Dynamic Assessment and Response to Intervention

PubMed Central

Grigorenko, Elena L.

2013-01-01

This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A. PMID:19073895

Looking beyond RtI Standard Treatment Approach: It's Not Too Late to Embrace the Problem-Solving Approach

ERIC Educational Resources Information Center

King, Diane; Coughlin, Patricia Kathleen

2016-01-01

There are two approaches for providing Tier 2 interventions within Response to Intervention (RtI): standard treatment protocol (STP) and the problem-solving approach (PSA). This article describes the multi-tiered RtI prevention model being implemented across the United States through an analysis of these two approaches in reading instruction. It…

AAC and RTI: building classroom-based strategies for every child in the classroom.

PubMed

Grether, Sandra M; Sickman, Linda Sue

2008-05-01

Educators were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities. The Individuals with Disabilities Education Improvement Act promotes an alternative method, response to intervention, or RTI, not only to identify these children but also to provide early intervention to all children at risk for school failure. Children with complex communication needs who use augmentative and alternative communication (AAC) are at risk for failure in the classroom and can benefit from the educational supports provided through RTI. This article discusses the levels of support provided by RTI, the speech-language pathologist's role in RTI, and strategies and supports for achieving academic success for children who use AAC.

A Blueprint for Effectively Using RTI Intervention Block Time

ERIC Educational Resources Information Center

Higgins Averill, Orla; Baker, Diana; Rinaldi, Claudia

2014-01-01

Many schools have adopted schoolwide intervention blocks as a component of response-to-intervention (RTI) implementation to ensure that students who need intervention are receiving it. However, virtually no peer-reviewed guidance exists for helping teachers manage this time effectively. This article presents a blueprint for organizing intervention…

The Impact of School of Attendance, Classroom, Interventionist, Ethnicity, and Level of Educational Support on Oral Reading Fluency Measures

ERIC Educational Resources Information Center

Preston, Andrew James

2013-01-01

Response to intervention (RtI) is an approach to assist students with learning difficulties. There is limited research into the effectiveness of RtI within rural school districts. To address that gap, this quantitative, experimental study tested the theory of RtI, comparing the tier of intervention to oral reading fluency, controlling for…

Conceptualizing RTI in 21st-Century Secondary Science Classrooms: Video Games' Potential to Provide Tiered Support and Progress Monitoring for Students with Learning Disabilities

ERIC Educational Resources Information Center

Marino, Matthew T.; Beecher, Constance C.

2010-01-01

Secondary schools across the United States are adopting response to intervention (RTI) as a means to identify students with learning disabilities (LD) and provide tiered instructional interventions that benefit all students. The majority of current RTI research focuses on students with reading difficulties in elementary school classrooms.…

Questions and Answers about RTI: A Guide to Success

ERIC Educational Resources Information Center

Moran, Heather; Petruzzelli, Anthony

2011-01-01

As Response-to-Intervention (RTI) models continue to attract a great deal of attention, school and district leaders need to understand the structures needed, the personnel required, the challenges faced, and rewards realized from RTI. "Questions and Answers About RTI: A Guide to Success" is designed to guide a school or district through the…

easyCBM[R] Mathematics Criterion Related Validity Evidence: Oregon State Test. Technical Report #1011

ERIC Educational Resources Information Center

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2010-01-01

In this technical report, we present the results of a study examining the relation between the math measures available on the easyCBM[R] online benchmark and progress monitoring assessment system and the Oregon statewide assessment of mathematics. Designed for use within a response to intervention (RTI) framework, easyCBM[R] is intended to help…

easyCBM[R] Slope Reliability: Letter Names, Word Reading Fluency, and Passage Reading Fluency. Technical Report #1111

ERIC Educational Resources Information Center

Patarapichayatham, Chalie; Anderson, Daniel; Irvin, P. Shawn; Kamata, Akhito; Alonzo, Julie; Tindal, Gerald

2011-01-01

Within a response to intervention (RTI) framework, students are administered multiple tests of equivalent difficulty. Changes in students' scores over time are then attributed to changes in learning. In the current study, we evaluated the reliability of score changes (i.e., slope) for the easyCBM[R] letter names, word reading fluency, and passage…

Response to Intervention Training: Theory into Practice for Sixth Grade Novice Teachers in Self-Contained Classrooms

ERIC Educational Resources Information Center

McMichel, Francita

2017-01-01

This qualitative case study examined the experiences from the professional development provided to four novice sixth grade teachers who employ reading interventions during Tier 2. Response to Intervention (RTI) is a systematic process that provides academic reading support to students through targeted interventions. RTI, when implemented…

Intensified hand-hygiene campaign including soap-and-water wash may prevent acute infections in office workers, as shown by a recognized-exposure -adjusted analysis of a randomized trial.

PubMed

Hovi, Tapani; Ollgren, Jukka; Savolainen-Kopra, Carita

2017-01-09

Variable exposure to causative agents of acute respiratory (RTI) or gastrointestinal tract infections (GTI) is a significant confounding factor in the analysis of the efficacy of interventions concerning these infections. We had an exceptional opportunity to reanalyze a previously published dataset from a trial assessing the effect of enhanced hand hygiene on the occurrence of RTI or GTI in adults, after adjustment for reported exposure and other covariates. Twenty-one working units (designated clusters) each including at least 50 office employees, totaling 1,270 persons, were randomized into two intervention arms (either using water-and-soap or alcohol-rub in hand cleansing), or in the control arm. Self-reported data was collected through weekly emails and included own symptoms of RTI or GTI, and exposures to other persons with similar symptoms. Differences in the weekly occurrences of RTI and GTI symptoms between the arms were analyzed using multilevel binary regression model with log link with personal and cluster specific random effects, self-reported exposure to homologous disease, randomization triplet, and seasonality as covariates in the Bayesian framework. Over the 16 months duration of the trial, 297 persons in the soap and water arm, 238 persons in the alcohol-based hand rub arm, and 230 controls sent reports. The arms were similar in age distribution and gender ratios. A temporally-associated reported exposure strongly increased the risk of both types of infection in all trial arms. Persons in the soap-and-water arm reported a significantly - about 24% lower weekly prevalence of GTI than the controls whether they had observed an exposure or not during the preceding week, while for RTI, this intervention reduced the prevalence only during weeks without a reported exposure. Alcohol-rub did not affect the symptom prevalence. We conclude that while frequent and careful hand washing with soap and water partially protected office-working adults from GTI, the effect on RTI was only marginal in this study. Potential reasons for this difference include partially different transmission routes and a difference in the virus load. In this trial, frequent standardized hand rubbing with ethanol-based disinfectant did not reduce the weekly prevalence of either type of infections. ClinicalTrials.gov Identifier: NCT00821509, 12 March 2009.

Elementary General Education Teachers' Understanding of Response to Intervention

ERIC Educational Resources Information Center

Hunter, Ashly

2013-01-01

Legislation has mandated that schools provide instruction in the general education setting to students who are not performing on grade level by using a response to intervention (RTI) process and provide subsequent interventions. However, evidence suggests that teachers lack an understanding of RTI, which may impact implementation and the progress…

Response to Intervention Blueprints: District Level Edition

ERIC Educational Resources Information Center

Elliott, Judy; Morrison, Diane

2008-01-01

Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions. RtI should be applied to decisions in general, remedial and…

Response to Intervention Blueprints: School Building Level Edition

ERIC Educational Resources Information Center

Kurns, Sharon; Tilly, W. David

2008-01-01

Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions. RtI should be applied to decisions in general, remedial and…

RTI Scheduling Processes for Middle Schools. Information Brief

ERIC Educational Resources Information Center

Prewett, Sara; Mellard, Daryl; Lieske-Lupo, Jessica

2011-01-01

Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those…

Examining Response to Intervention (RTI) Models in Secondary Education

ERIC Educational Resources Information Center

Epler, Pam, Ed.

2015-01-01

Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. "Examining Response to…

Interventions at Windy Pines: Is RTI the Answer or the Problem?

ERIC Educational Resources Information Center

Thompson, Angela

2013-01-01

This case was written for educators who are involved in organizational change such as school turnaround, new instructional programs, intervention programs, and implementation of new programs. It explores how a new administrator navigates the implementation of a response to intervention (RTI) pilot program and how instructional leaders create…

Response to Intervention (RTI) Effectiveness in Kindergarten Reading Achievement

ERIC Educational Resources Information Center

Whittaker, Susan

2013-01-01

The purpose of this quantitative study was to determine whether kindergarten-reading achievement could be increased by implementing Response to Intervention (RtI) strategies. Kindergarten children (N = 290) who were identified as at-risk for reading difficulties were assigned to receive intervention through a) small reading groups (SRG), b)…

Implementing Response to Intervention: Challenges of Diversity and System Change in a High Stakes Environment

ERIC Educational Resources Information Center

Cavendish, Wendy; Harry, Beth; Menda, Anne Maria; Espinosa, Anabel; Mahotiere, Margarette

2016-01-01

Background: The Response to Intervention (RTI) approach involves the use of a dynamic model built around the systematic documentation of students' response to research-based instructional interventions. Although there has been widespread implementation of RTI models for early intervention and in some cases, as a means to identify students with…

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

PubMed

Compton, Donald L; Gilbert, Jennifer K; Jenkins, Joseph R; Fuchs, Douglas; Fuchs, Lynn S; Cho, Eunsoo; Barquero, Laura A; Bouton, Bobette

2012-01-01

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction.

Predicting reading outcomes with progress monitoring slopes among middle grade students

PubMed Central

Tolar, Tammy D.; Barth, Amy E.; Fletcher, Jack M.; Francis, David J.; Vaughn, Sharon

2013-01-01

Effective implementation of response-to-intervention (RTI) frameworks depends on efficient tools for monitoring progress. Evaluations of growth (i.e., slope) may be less efficient than evaluations of status at a single time point, especially if slopes do not add to predictions of outcomes over status. We examined progress monitoring slope validity for predicting reading outcomes among middle school students by evaluating latent growth models for different progress monitoring measure-outcome combinations. We used multi-group modeling to evaluate the effects of reading ability, reading intervention, and progress monitoring administration condition on slope validity. Slope validity was greatest when progress monitoring was aligned with the outcome (i.e., word reading fluency slope was used to predict fluency outcomes in contrast to comprehension outcomes), but effects varied across administration conditions (viz., repeated reading of familiar vs. novel passages). Unless the progress monitoring measure is highly aligned with outcome, slope may be an inefficient method for evaluating progress in an RTI context. PMID:24659899

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060

ERIC Educational Resources Information Center

Gersten, Russell; Beckmann, Sybilla; Clarke, Benjamin; Foegen, Anne; Marsh, Laurel; Star, Jon R.; Witzel, Bradley

2009-01-01

Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need…

Tier 2 Response to Intervention in Secondary Mathematics Education

ERIC Educational Resources Information Center

Bouck, Emily C.; Cosby, Missy D.

2017-01-01

Response to intervention (RtI) is increasingly being used in elementary and secondary schools both to provide early intervention and support to struggling students and to identify students who may benefit from special education. Although research exists to guide and support the implementation of RtI in elementary schools, much less information…

Assessing Teacher Concerns Regarding Response to Instruction and Intervention

ERIC Educational Resources Information Center

McKinney, Darlene; Snead, Donald

2017-01-01

All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI), Tennessee's design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle…

Systemic Sustainability in RtI Using Intervention-Based Scheduling Methodologies

ERIC Educational Resources Information Center

Dallas, William P.

2017-01-01

This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS)…

Investigating the Decision-Making of Response to Intervention (RtI) Teams within the School Setting

ERIC Educational Resources Information Center

Thur, Scott M.

2015-01-01

The purpose of this study was to measure decision-making influences within RtI teams. The study examined the factors that influence school personnel involved in three areas of RtI: determining which RtI measures and tools teams select and implement (i.e. Measures and Tools), evaluating the data-driven decisions that are made based on the…

Response to Intervention A Systematic Process to Increase Learning Outcomes for All Students. Guidance Document for New Mexico Schools

ERIC Educational Resources Information Center

New Mexico Public Education Department, 2006

2006-01-01

Response to Intervention (RtI) is the practice of providing high-quality instruction and interventions to meet student needs and monitor progress in order to ensure effectiveness of instruction and/or interventions. RtI is an integrated service delivery approach for all students and should be applied to decisions in general, remedial, and special…

Improving Responsiveness to Intervention in a Virtual Publically Supported Program: An Action Research

ERIC Educational Resources Information Center

Kerr, Rachel A.

2014-01-01

The purpose of this action research study was to design, implement, analyze, and evaluate a series of interventions to increase the elementary teachers' utilization of the RtI process. Another purpose of the study was to determine the teachers' background knowledge and perceptions about the Responsiveness to Intervention (RtI) process at the…

Academic Interventions and Academic Achievement in the Middle School Grades

ERIC Educational Resources Information Center

Kite, Toby G.

2015-01-01

After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be…

Teacher Empowerment in the Implementation of Response to Intervention: A Case Study

ERIC Educational Resources Information Center

Barge, Evie Taff

2012-01-01

Response to Intervention (RtI) is a data-driven process that supports the academic needs of students through targeted interventions to address specific identified areas of weakness. When implemented effectively, RtI aids students at the onset of learning concerns and can remediate learning problems which have, in the past, led to students being…

RTI in Middle School Classrooms: Proven Tools and Strategies

ERIC Educational Resources Information Center

Esteves, Kelli J.; Whitten, Elizabeth

2014-01-01

"RTI in Middle School Classrooms" provides practical, research-based instructional techniques and interventions--geared especially to middle school teachers and administrators--that target and address specific needs of individual students. Response to intervention allows educators to assess and meet the needs of struggling students…

The Impact of RTI Practices on Student Reading Achievement

ERIC Educational Resources Information Center

Gleason, Tara Lynn

2013-01-01

The purpose of this study was to evaluate whether elementary schools that endorse implementing core components of Response to Intervention (RTI) differ in student outcomes on the Pennsylvania System of School Assessment (PSSA) Reading Assessment when compared to schools that do not endorse implementing RTI practices. This study also explored…

A Quantitative Examination of School Leadership and Response to Intervention

ERIC Educational Resources Information Center

Maier, Michael P.; Pate, James L.; Gibson, Nicole M.; Hilgert, Larry; Hull, Karla; Campbell, Patti C.

2016-01-01

This study sought to provide educational researchers, policy-makers, and professionals with quantitative data on the status of RTI implementation, as well as on which leadership behaviors have been associated with successful implementation. School psychologists and other RTI professionals rated their schools on RTI implementation using the RTI…

Critical Questions about Mathematics RTI

ERIC Educational Resources Information Center

Allsopp, David; Hoppey, David

2011-01-01

The effective implementation of response to intervention (RTI) at the secondary level is proving to be especially challenging for school leaders. The structure of secondary schools and the complexity and depth of the secondary curriculum can complicate the integration of RTI across specific content areas. The purpose of this article is to give…

Response to intervention: are the Emperor's clothes really new?

PubMed

Carreker, Suzanne; Malatesha Joshi, R

2010-11-01

With the reauthorization of the Individuals with Disabilities Education Act in 2004, Response to Intervention (RTI) was officially introduced. Unlike the discrepancy model, which determines eligibility in special education with a discrepancy between achievement and ability, RTI was designed to provide intensive instruction to students in the general classroom as soon as difficulties in acquiring requisite reading skills are detected. The proposed goals of RTI include the improvement of reading achievement and the identification of students with learning disabilities (LD). Although RTI holds promise for the former goal when certain conditions are met, the latter goal is more elusive. The Component Model of Reading (CMR) is described in the current paper as an alternative to the discrepancy model and RTI. CMR, which consists of three domains, evaluates a poor reader's performance multidimensionally, so the most appropriate instruction for the reader can be designed to ensure reading success. Empirical evidence of CMR is presented.

Response to Intervention: Research and Practice

ERIC Educational Resources Information Center

Hall, Carol; Mahoney, Jamie

2013-01-01

Response to Intervention (RTI) is a service model designed to meet the learning needs of students prior to diagnosis and placement in special education settings. Results of a quantitative quasi-experimental research study to investigate the relationship between the RTI plan and self-reported implementation practices among general education…

RTI Goes Mainstream

ERIC Educational Resources Information Center

Pascopella, Angela

2010-01-01

In more districts than ever, Response-to-Intervention programs are gaining ground, nipping learning problems in the bud and keeping more students out of unnecessary special education classes, which is the goal. RTI, a multi-tier intervention used to diagnose and address potential learning or behavioral problem early, is also increasing in…

The importance of measuring growth in response to intervention models: Testing a core assumption✩

PubMed Central

Schatschneider, Christopher; Wagner, Richard K.; Crawford, Elizabeth C.

2011-01-01

A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models. PMID:22224065

Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities

ERIC Educational Resources Information Center

Saeki, Elina; Jimerson, Shane R.; Earhart, James; Hart, Shelley R.; Renshaw, Tyler; Singh, Renee D.; Stewart, Kaitlyn

2011-01-01

As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area…

Elementary Teachers' Perspectives of the Implementation of Response to Intervention and Special Education Rates

ERIC Educational Resources Information Center

Dupuis, Susan D.

2010-01-01

Response to Intervention (RTI) employs a multi-tiered approach to providing targeted interventions for students who are at risk for school failure. With the reauthorization of the Individual with Disabilities Act (IDEA) 2004 and No Child Left Behind (NCLB) 2001 districts are given the option to implement RTI prior to student referral for special…

Achieving Science-Based Practice through Response to Intervention: What It Might Look Like in Preschools

ERIC Educational Resources Information Center

Barnett, David W.; VanDerHeyden, Amanda M.; Witt, Joseph C.

2007-01-01

The purpose of this manuscript is to conceptualize a unified Response to Intervention (RTI) model that may be applied to Head Starts or preschools with typical children and those identified as "at risk," or "children with disabilities." RTI basically provides a specific and discrete cumulative intervention history of services which also may be…

Measuring Response to Intervention: Comparing Three Effect Size Calculation Techniques for Single-Case Design Analysis

ERIC Educational Resources Information Center

Ross, Sarah Gwen

2012-01-01

Response to intervention (RTI) is increasingly being used in educational settings to make high-stakes, special education decisions. Because of this, the accurate use and analysis of single-case designs to monitor intervention effectiveness has become important to the RTI process. Effect size methods for single-case designs provide a useful way to…

Reducing antibiotic prescriptions for respiratory tract infections in family practice: results of a cluster randomized controlled trial evaluating a multifaceted peer-group-based intervention.

PubMed

Vervloet, Marcia; Meulepas, Marianne A; Cals, Jochen W L; Eimers, Mariëtta; van der Hoek, Lucas S; van Dijk, Liset

2016-02-04

Irrational antibiotic use for respiratory tract infections (RTI) is a major driver of bacterial resistance. The aim of this study was to evaluate the effect of a multifaceted peer-group based intervention aiming to reduce RTI-related antibiotic prescriptions in family practice. This was a cluster randomized controlled trial with pre- and follow-up measurement. The intervention was implemented through PharmacoTherapy Audit Meetings (PTAM) in which family physicians (FPs) and pharmacists collaborate. Four PTAM groups received the intervention consisting of: (1) FP communication skills training, including communication about delayed prescribing; (2) implementation of antibiotic prescribing agreements in FPs' Electronic Prescribing Systems; (3) quarterly feedback figures for FPs. Four other PTAM groups were matched controls. Primary outcome measure was the number of RTI-related antibiotic prescriptions after the intervention, assessed with multilevel linear regression analyses. Total number and number of prescriptions stratified by age (under/over 12 years) were analysed. At baseline, the average total number of RTI-related antibiotic prescriptions per 1,000 patients was 207.9 and 176.7 in the intervention and control PTAM groups, respectively. At follow-up, FPs in both the intervention and control groups prescribed significantly less antibiotics. For adolescents and adults, the drop in number of antibiotic prescription was significantly larger in the intervention groups (-27.8 per 1,000 patients) than the control groups (-7.2 per 1,000 patients; P<0.05). This multifaceted peer-group-based intervention was effective in reducing the number of RTI-related antibiotic prescriptions for adolescents and adults. To affect antibiotic prescribing in children other methods are needed.

The Early Prevention of Mathematics Difficulty: Its Power and Limitations

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2012-01-01

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI. PMID:22491809

The early prevention of mathematics difficulty: its power and limitations.

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Compton, Donald L

2012-01-01

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.

Wisconsin Response to Intervention: A Guiding Document

ERIC Educational Resources Information Center

Wisconsin Department of Public Instruction, 2010

2010-01-01

To assist Wisconsin education leaders with planning for Response to Intervention (RtI), the Wisconsin Department of Public Instruction (DPI), in partnership with Wisconsin education stakeholders, has developed this informational brief. This brief is intended to provide guidance for implementation of RtI and should not be read as administrative…

RTI Strategies That Work in the K-2 Classroom

ERIC Educational Resources Information Center

Johnson, Eli; Karns, Michelle

2011-01-01

Targeted specifically to K-2 classrooms, the 25 Response-to-Intervention (RTI) strategies in this book are research-based and perfect for teachers who want to expand their toolbox of classroom interventions that work! Contents include: (1) Listening Strategies--Help students focus and understand; (2) Reading Strategies--Help students comprehend…

Practitioner Perceptions of Their Implementation of Response to Intervention (RTI)

ERIC Educational Resources Information Center

Perry, Yvonne D.

2012-01-01

The reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 set in motion the movement away from the typical Referral/IQ Discrepancy Model of Exceptional Student Education identification toward the Response to Intervention (RtI) model for the identification of students with reading-related learning disabilities. This…

Grade One: Math Computation. Case Study #1

ERIC Educational Resources Information Center

Powell, Sarah R.; Seethaler, Pamela M.

2007-01-01

The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for…

School Psychologists' Preferences on Response to Intervention

ERIC Educational Resources Information Center

Mike, Kristen

2010-01-01

As a result of the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RTI) became a legal and acceptable basis for determining special education eligibility. While there may be evidence that RTI has had positive effects on the prereferral process for special education in some schools, there…

Response to Intervention: The Future for Secondary Schools

ERIC Educational Resources Information Center

Canter, Andrea; Klotz, Mary Beth; Cowan, Katherine

2008-01-01

Response to intervention (RTI) program is a tiered process of implementing evidence-based instructional strategies in the regular education setting and frequently measuring the student's progress to determine whether these strategies are effective. The use of RTI methods as part of a comprehensive system to address student learning difficulties…

Perspectives on Culturally and Linguistically Responsive RtI Pedagogics through a Cultural and Linguistic Lens

ERIC Educational Resources Information Center

Montalvo, Ricardo; Combes, Bertina H.; Kea, Cathy D.

2014-01-01

Response to intervention (RtI) originates from national legislation and critical research of evidence-based practices for low performing students and students at-risk of failing or receiving special education services. RtI proactively facilitates culturally and linguistically responsive pedagogy for culturally and linguistically diverse (CLD)…

A Comparison of Satisfaction Ratings of School Psychologists in RTI versus Non-RTI School Districts

ERIC Educational Resources Information Center

Bade-White, Priscilla A.

2012-01-01

Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models.…

RTI Success: Proven Tools and Strategies for Schools and Classrooms

ERIC Educational Resources Information Center

Whitten, Elizabeth; Esteves, Kelli J.; Woodrow, Alice

2009-01-01

What is Response to Intervention (RTI) and how can it benefit your school? Find out in "RTI Success", an all-in-one resource that provides information on this innovative model as well as step-by-step administrator guidelines and practical teacher tools for implementation. Despite ongoing federal initiatives meant to increase the profile…

State Laws and Guidelines for RTI: Additional Implementation Features

ERIC Educational Resources Information Center

Zirkel, Perry A.

2011-01-01

Response to intervention (RTI) remains a major issue in both the professional literature and school practice. A series of previous "snapshot" studies traced the development of RTI in state laws concerning identification of students with specific learning disability (SLD). In the last article in this series, Zirkel and Thomas (2010) reported that…

High Schools Try out RTI

ERIC Educational Resources Information Center

Samuels, Christina A.

2009-01-01

"Response to intervention" (RTI) as a model for boosting student achievement has taken off like wildfire. When it comes to research on how best to implement the process for students in middle and high school, though, the flame abruptly fizzles out. There's little RTI research that is specific to secondary schools, although it has been…

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties

ERIC Educational Resources Information Center

Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy

2008-01-01

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…

School Psychologists' Willingness to Implement RtI: The Role of Philosophical and Practical Readiness

ERIC Educational Resources Information Center

Fan, Chung-Hau; Denner, Peter R.; Bocanegra, Joel O.; Ding, Yi

2016-01-01

After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a…

A Descriptive Study of Response to Intervention (RTI) Implementation at the Elementary Level in West Virginia

ERIC Educational Resources Information Center

Lee, Sarah L.

2012-01-01

The purpose of this study was to describe levels of RTI implementation in West Virginia elementary schools. Little is known about the national efforts that states are collectively undertaking to scale up implementation of RTI (Hoover, Baca, Wexler-Love, & Saenz, 2008). West Virginia's elementary schools were required by state policy to…

Educators' Year Long Reactions to the Implementation of a Response to Intervention (RTI) Model

ERIC Educational Resources Information Center

Sanger, Dixie; Friedli, Corey; Brunken, Cindy; Snow, Pamela; Ritzman, Mitzi

2012-01-01

Mixed methods were used to explore the reactions of educators before and after implementing the Response to Intervention (RTI) model in secondary settings during a school year. Eighteen participants from six middle schools and four high schools collaborated on interdisciplinary teams that involved classroom teachers, speech-language pathologists…

Models for Implementing Response to Intervention: Tools, Outcomes, and Implications

ERIC Educational Resources Information Center

Shapiro, Edward S., Ed.; Zigmond, Naomi, Ed.; Wallace, Teri, Ed.; Marston, Doug, Ed.

2011-01-01

Providing a unique "on-the-ground" perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it…

Action Research and Response to Intervention: Bridging the Discourse Divide

ERIC Educational Resources Information Center

Little, Mary E.

2012-01-01

The purpose of this article is to define and clarify the process of instructional problem-solving using assessment data within action research (AR) and Response to Intervention (RtI). Similarities between AR and RtI are defined and compared. Lastly, specific resources and examples of the instructional problem-solving process of AR within…

Evidence-Based Reading Practices for Response to Intervention

ERIC Educational Resources Information Center

Haager, Diane, Ed.; Klingner, Janette, Ed.; Vaughn, Sharon, Ed.

2007-01-01

In this volume, highly regarded authors in the field of reading research share what they know about today's hottest topic in education--Response to Intervention (RTI), the key to helping struggling students "before they fall behind." More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Approach:…

Preservice Training in Response to Intervention: Learning by Doing an Interdisciplinary Field Experience

ERIC Educational Resources Information Center

Hawkins, Renee O.; Kroeger, Stephen D.; Musti-Rao, Shobana; Barnett, David W.; Ward, Justine E.

2008-01-01

Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…

Addressing Response to Intervention within Personnel Preparation Programs: Six Approaches. inForum

ERIC Educational Resources Information Center

Muller, Eve

2010-01-01

Response to Intervention (RTI), as a model for improving services to all students, has been a growing phenomenon since the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004. The National Association of State Directors of Special Education (NASDSE) defines RTI as "the practice of (1) providing high-quality…

Competing Views: A Dialogue on Response to Intervention

ERIC Educational Resources Information Center

Batsche, George M.; Kavale, Kenneth A.; Kovaleski, Joseph F.

2006-01-01

The provision for allowing local education agencies to use an assessment of a student's response to intervention (RTI) in lieu of a consideration of an ability--achievement discrepancy has been a controversial aspect of the 2004 Individuals with Disabilities Education Improvement Act. To address issues that have arisen about RTI, a series of…

The School Implementation Scale: Measuring Implementation in Response to Intervention Models

ERIC Educational Resources Information Center

Erickson, Amy Gaumer; Noonan, Pattie M.; Jenson, Ronda

2012-01-01

Models of response to intervention (RTI) have been widely developed and implemented and have expanded to include integrated academic/behavior RTI models. Until recently, evaluation of model effectiveness has focused primarily on student-level data, but additional measures of treatment integrity within these multi-tiered models are emerging to…

Fatal road traffic injuries in Ibadan, using the mortuary as a data source.

PubMed

Eze, Uwom O; Kipsaina, Chebiwot Caroline; Ozanne-Smith, Joan

2013-12-01

Road Traffic Injury (RTI) in Africa represents 14% of global RTI deaths. Lack of timely, reliable data undermines road safety interventions. Available fatality data are aggregated, limited in detail or scarce in surveys. This is the first fatal RTI surveillance study in Nigeria. To pilot a systematic mortuary-based data collection in Ibadan, determine the nature and circumstances of fatal RTI and assess data quality against existing data sources. Using a draft data collection system developed jointly by WHO and Monash University, the detailed information was prospectively collected on RTI University College Hospital mortuary admissions in Ibadan September 2010 to February 2011. Demographics, road user type, counterpart vehicle, intent, manner and medical cause of death were recorded. Mortuary admissions included 80 fatal RTI cases: 81.3% males. By road user category, 28 (35.0%) were pedestrians; 28 (35.0%) motorised 2-wheeler users; 18.8% car occupants; and 11.3% bus occupants. In 70% of cases, medical cause of death was head injury, including 25 of 28 motorised 2-wheeler users (89.3%). Estimates from this study indicate apparent increased mortuary capture of fatal RTI compared with police data. This study demonstrates the feasibility of collecting detailed, timely RTI fatality data through mortuary-based surveillance in Ibadan. While not all RTI deaths are reported to any authority in Ibadan, this large case series complements existing data sources and suggests that pedestrians and motorised 2-wheeler users die most often in road traffic crashes. Frequent head injuries among motorised 2-wheeler users strongly support the need for helmet wearing interventions.

Development of a prognostic model based on demographic, environmental and lifestyle information for predicting incidences of symptomatic respiratory or gastrointestinal infection in adult office workers.

PubMed

Hovi, Tapani; Ollgren, Jukka; Haapakoski, Jaason; Savolainen-Kopra, Carita

2016-11-16

Occurrence of respiratory tract infection (RTI) or gastrointestinal tract infection (GTI) is known to vary between individuals and may be a confounding factor in the analysis of the results of intervention trials. We aimed at developing a prognostic model for predicting individual incidences of RTI and GTI on the basis of data collected in a hand-hygiene intervention trial among adult office workers, and comprising a prior-to-onset questionnaire on potential infection-risk factors and weekly electronic follow-up reports on occurrence of symptoms of, and on exposures to RTI or GTI. A mixed-effect negative binomial regression model was used to calculate a predictor-specific incidence rate ratio for each questionnaire variable and for each of the four endpoints, and predicted individual incidences for symptoms of and exposures to RTI and GTI. In the fitting test these were then compared with the observed incidences. Out of 1270 eligible employees of six enterprises, 683 volunteered to participate in the trial. Ninety-two additional participants were recruited during the follow-up. Out of the 775 registered participants, 717 returned the questionnaire with data on potential predictor variables and follow-up reports for determination of outcomes. Age and gender were the strongest predictors of both exposure to, and symptoms of RTI or GTI, although no gender difference was seen in the RTI incidence. In addition, regular use of public transport, and history of seasonal influenza vaccination increased the risk of RTI. The individual incidence values predicted by the model showed moderate correlation with those observed in each of the four categories. According to the Cox-Snell multivariate formula the model explained 11.2% of RTI and 3.3% of GTI incidences. Resampling revealed mean and 90% confidence interval values of 10.9 (CI 6.9-14.5)% for RTI and 2.4 (0.6-4.4)% for GTI. The model created explained a relatively small proportion of the occurrence of RTI or GTI. Unpredictable exposure to disease agents, and individual susceptibility factors are likely to be key determinants of disease emergence. Yet, the model might be useful in prerandomization stratification of study population in RTI intervention trials where the expected difference between trial arms is relatively small. Registered at ClinicalTrials.gov with Identifier NCT00821509 on 12 March 2009.

The discovery of student experiences using the Frayer model map as a Tier 2 intervention in secondary science

NASA Astrophysics Data System (ADS)

Miller, Cory D.

The purpose of this study was to discover the student experiences of using the Frayer model map as a Tier 2 intervention in science. As a response to the criticized discrepancy model and the mandates contained in NCLB and the IDEA, response to intervention (RtI) has been implemented in education to increase achievement for all students and to discover what students need further interventions. Based on Cronbach's (1957) aptitude X treatment interaction theory, RtI assumes that progress over time can be measured when interventions are applied. While RtI has been actively implemented in reading and math, it has not been implemented in science. Therefore, it was not known what the experiences of students are using the Frayer model map as a Tier 2 intervention to impact science achievement. The multiple case study used a qualitative methodology that included pre-intervention and post-intervention web-based surveys, field notes during observations, and student work that were collected during the course of the study. The population that was studied was seventh- and eighth-grade students considered at-risk and attend a Title I school in Florida. The sample of the studied population was purposively selected according to a set of criteria similar to Tier 2 selection in RtI. The research question was, "What are the experiences of middle grades students using the Frayer model map as an instructional intervention in science?" The answer to the research question was that the experiences of students using the Frayer model map as a Tier 2 intervention in secondary science can be described as participants perceived the Frayer model map as use as a tool to organize tasks and create meaning while they completed the work independently and with accuracy. Even though there were limitations to quantity of data, the research question was adequately answered. Overall, the study fills a gap in the literature related to RtI and science education.

RTI in a Middle School: Findings and Practical Implications of a Tier 2 Reading Comprehension Study

ERIC Educational Resources Information Center

Faggella-Luby, Michael; Wardwell, Michelle

2011-01-01

Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a schoolwide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy…

ENVIRONMENTAL TECHNOLOGY VERIFICATION FOR INDOOR AIR PRODUCTS

EPA Science Inventory

The paper discusses environmental technology verification (ETV) for indoor air products. RTI is developing the framework for a verification testing program for indoor air products, as part of EPA's ETV program. RTI is establishing test protocols for products that fit into three...

The Impact of Multi-Year Math Response to Intervention as Measured by Smarter Balanced Assessments

ERIC Educational Resources Information Center

Park, Maysoon Mohamad

2017-01-01

This quantitative study evaluated how two consecutive years of math Response to Intervention (RtI) demonstrated its effectiveness on 995 fifth grade students within the School District A (SDA) on Smarter Balanced (SB) assessments. Research questions: "What is the relationship between the duration of math RtI implementation and math…

Response to Intervention: Where It Came from and Where It's Going

ERIC Educational Resources Information Center

Preston, Angela I.; Wood, Charles L.; Stecker, Pamela M.

2016-01-01

Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between…

Ethical and Legal Issues Associated with Using Response-to-Intervention to Assess Learning Disabilities

ERIC Educational Resources Information Center

Burns, Matthew K.; Jacob, Susan; Wagner, Angela R.

2008-01-01

The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices.…

Response to Intervention in Canada: Definitions, the Evidence Base, and Future Directions

ERIC Educational Resources Information Center

McIntosh, Kent; MacKay, Leslie D.; Andreou, Theresa; Brown, Jacqueline A.; Mathews, Susanna; Gietz, Carmen; Bennett, Joanna L.

2011-01-01

Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is…

Perceptions of Pre-Service Teachers Regarding the Response-to-Intervention Model

ERIC Educational Resources Information Center

Arroyo, Kimberly A.

2014-01-01

A Response-to-Intervention (RTI) model of educational service delivery is a multi-tiered, preventative approach designed to meet the educational and behavioral needs of all learners. While the New York State (NYS) Department of Education has mandated the use of this model in grades K-4, the extent to which RTI competencies are taught within…

Selected Application of Response-to-Intervention Principles in College Courses: Possibilities and Limitations

ERIC Educational Resources Information Center

Blondin, Carolyn A.; Voils, Kyle; Galyon, Charles E.; Williams, Robert L.

2015-01-01

Concepts from the Response-to-Intervention (RTI) Model were used to promote a successful course outcome for students at risk for making low grades in an entry-level college course. The first exam served as a universal screener to identify students who could potentially benefit from RTI assistance. The researchers developed a tiered coaching…

A Team-Based Approach to Improving Core Instructional Reading Practices within Response to Intervention

ERIC Educational Resources Information Center

Harlacher, Jason E.; Potter, Jon B.; Weber, Jill M.

2015-01-01

Core instruction is an important part of an effective response to intervention (RTI) model. To implement RTI effectively, school teams should regularly examine the effectiveness of their core instruction to determine if at least 80% of students meet the proficiency standard with core support alone. However, some educators may not have the skills…

Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency

ERIC Educational Resources Information Center

Maki, Kathrin E.

2018-01-01

Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists'…

Mindfulness Practice: A Tier 1 Response to Intervention Strategy

ERIC Educational Resources Information Center

Lindsay-Simmons, Stacey A.

2011-01-01

Response to Intervention (RTI) is gaining ground. However, using RTI to assess the needs of students with behavioral problems is in its early stages. Teachers have limited tools at their disposal to use as Tier 1 strategies, such as classroom management strategies, or maybe a social skills curriculum taught once a week for 30 minutes. Research on…

Remediating Reading Difficulties in a Response to Intervention Model with Secondary Students

ERIC Educational Resources Information Center

Pyle, Nicole; Vaughn, Sharon

2012-01-01

The research on Response to Intervention (RtI) with secondary students is scant; however, a recently conducted, multiyear, large-scale implementation of RtI with middle-school students provides findings that inform practices and future directions for research. This article provides an overview of the findings from each of the 3 years of an…

The Effects of Response to Intervention (RTI) on Student Achievement in a Virtual High School

ERIC Educational Resources Information Center

Whittaker-Coleman, Tanya Rene

2017-01-01

This research study investigated whether the effects of response to intervention impacted student achievement in a rural virtual high school, as well as sought to determine staff perceptions of the efficacy of the implementation of RTI within the school. The researcher used both quantitative and qualitative analysis to effectively answer the…

Strategies for prevention of road traffic injuries (RTIs) in Pakistan: situational analysis.

PubMed

Khan, Adeel Ahmed; Fatmi, Zafar

2014-05-01

Road traffic injuries (RTIs) are one of the leading causes of death among productive age group. Using systems approach framework (SAF), current preventive strategies for RTI control were reviewed in Pakistan. A review of the literature was done using four international search engines. Only ten studies on preventive strategies for RTI stemming from Pakistan were found. The first Road Traffic Injuries Research Network (RTIRN) surveillance system for road traffic injuries was established in urban city (Karachi) in Pakistan has shown promise for injury control and should be scaled up to other cities. Enforcement of traffic laws on seat-belt and helmet wearing is poor. National Highway and Motorway Police Ordinance (2000) was one of the few legislative measure so far taken in Pakistan. Using SAF, efforts are required to implement interventions targeting human, vehicle design and also making environment safer for road users.

Exploring Students at Risk for Reading Comprehension Difficulties in South Korea: The RTI Approach Applying Latent Class Growth Analysis

ERIC Educational Resources Information Center

Kim, Dongil; Kim, Woori; Koh, Hyejung; Lee, Jaeho; Shin, Jaehyun; Kim, Heeju

2014-01-01

The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1-3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was…

Needs and Contradictions of a Changing Field: Evidence from a National Response to Intervention Implementation Study

ERIC Educational Resources Information Center

Patrikakou, Eva; Ockerman, Melissa S.; Hollenbeck, Amy Feiker

2016-01-01

As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are well-positioned to take a leadership role. The present research study examines how school counselors across the nation perceived their training and knowledge of RTI, as well as their confidence in its implementation. Results indicate that…

Collaborative Inquiry: A Strategy for Assessing Response to Instruction and Intervention (RtI2) for English Learner Students

ERIC Educational Resources Information Center

Vineyard, Lynn

2010-01-01

This pilot study describes elementary teachers' use of collaborative inquiry as a strategy for assessing Response to Instruction and Intervention (RtI [superscript 2]) in reading for an English Learner student. The design of the study was based on the sociocultural theory that assessment practices shape teachers' understanding of students and of…

Professional Learning Communities: An Effective Mechanism for the Successful Implementation and Sustainability of Response to Intervention

ERIC Educational Resources Information Center

Mundschenk, Nancy A.; Fuchs, Wendy W.

2016-01-01

Models of response to intervention (RtI) are being widely implemented in schools across the country in order to increase effective teaching and remove barriers to student learning. The implementation of RtI is greatly facilitated when teachers and staff see themselves as a professional learning community (PLC). This article begins with an…

Emerging Opportunities for School Psychologists to Enhance our Remediation Procedure Evidence Base as We Apply Response to Intervention

ERIC Educational Resources Information Center

Skinner, Christopher H.; McCleary, Daniel F.; Skolits, Gary L.; Poncy, Brian C.; Cates, Gary L.

2013-01-01

The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…

RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions. What Works for Special-Needs Learners Series

ERIC Educational Resources Information Center

Reed, Deborah K.; Wexler, Jade; Vaughn, Sharon

2012-01-01

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require…

Utilizing Response to Intervention (RtI) as a Means of Studying Capacity Building and Motivation of Staff by School Leadership Teams

ERIC Educational Resources Information Center

Mahoney, Brian J.

2013-01-01

This research study explored the concept of capacity building and motivation of staff by school leadership teams in the successful development and implementation of educational initiatives, specifically Response to Intervention (RtI). A great deal of scholarship has addressed leadership and its effect on motivation, but few studies have…

Dynamic Assessment and Response to Intervention: Two Sides of One Coin

ERIC Educational Resources Information Center

Grigorenko, Elena L.

2009-01-01

This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e)…

A Qualitative Study of Systemic Factors Contributing to Successful Implementation of Response to Intervention Programs in Elementary Schools

ERIC Educational Resources Information Center

White, Sheila B.

2017-01-01

Response to intervention (RTI), an educational reform effort designed to meet the needs of struggling learners, has been adopted by an increasing number of states as a primary component of their educational service delivery model for low-achieving students (Burns et al., 2013; Castillo & Batsche, 2012). RTI models are multi-tiered…

Toward True Integration of Academic and Behavior Response to Intervention Systems: Part Two--Tier 2 Support

ERIC Educational Resources Information Center

McIntosh, Kent; Goodman, Steve; Bohanon, Hank

2010-01-01

In the previous article in this series, the authors provided a rationale for integrating academic and behavior response to intervention (RTI) systems. Their rationale included: (1) research showing that challenges in academic and social behavior are linked; (2) a description of the common features that both RTI systems share; and (3) the…

Response-to-Intervention in California Public Schools: Has It Helped Address Disproportional Placement Rates for Students with Learning Disabilities?

ERIC Educational Resources Information Center

Bouman, Sam H.

2010-01-01

Response-to-intervention (RTI) as applied in several California school districts was investigated by analyzing responses to questionnaires completed by 190 school psychologists representing 142 school districts. This analysis targeted the depth and breadth of RTI in these public K-12 school districts. A majority (80.7%) of the respondents…

Informing road traffic intervention choices in South Africa: the role of economic evaluations

PubMed Central

Wesson, Hadley K.H.; Boikhutso, Nkuli; Hyder, Adnan A.; Bertram, Melanie; Hofman, Karen J.

2016-01-01

Introduction Given the burden of road traffic injuries (RTIs) in South Africa, economic evaluations of prevention interventions are necessary for informing and prioritising public health planning and policy with regard to road safety. Methods In view of the dearth of RTI cost analysis, and in order to understand the extent to which RTI-related costs in South Africa compare with those in other low- and middle-income countries (LMICs), we reviewed published economic evaluations of RTI-related prevention in LMICs. Results Thirteen articles were identified, including cost-of-illness and cost-effectiveness studies. Although RTI-related risk factors in South Africa are well described, costing studies are limited. There is minimal information, most of which is not recent, with nothing at all on societal costs. Cost-effective interventions for RTIs in LMICs include bicycle and motorcycle helmet enforcement, traffic enforcement, and the construction of speed bumps. Discussion Policy recommendations from studies conducted in LMICs suggest a number of cost-effective interventions for consideration in South Africa. They include speed bumps for pedestrian safety, strategically positioned speed cameras, traffic enforcement such as the monitoring of seatbelt use, and breathalyzer interventions. However, interventions introduced in South Africa will need to be based either on South African cost-effectiveness data or on findings adapted from similar middle-income country settings. PMID:27396485

Long Term Effects of First Grade Multi-Tier Intervention

PubMed Central

Otaiba, Stephanie Al; Kim, Young-Suk; Wanzek, Jeanne; Petscher, Yaacov; Wagner, Richard K.

2014-01-01

The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed. PMID:25346781

Measuring Educators' Perceptions of Their Skills Relative to Response to Intervention: A Psychometric Study of a Survey Tool

ERIC Educational Resources Information Center

Castillo, Jose M.; March, Amanda L.; Stockslager, Kevin M.; Hines, Constance V.

2016-01-01

The "Perceptions of RtI Skills Survey" is a self-report measure that assesses educators' perceptions of their data-based problem-solving skills--a critical element of many Response-to-Intervention (RtI) models. Confirmatory factor analysis (CFA) was used to evaluate the underlying factor structure of this tool. Educators from 68 (n =…

What Is the Evidence Base to Support Reading Interventions for Improving Student Outcomes in Grades 1-3? REL 2017-271

ERIC Educational Resources Information Center

Gersten, Russell; Newman-Gonchar, Rebecca; Haymond, Kelly S.; Dimino, Joseph

2017-01-01

Response to intervention (RTI) is a comprehensive early detection and prevention strategy used to identify and support struggling students before they fall behind. An RTI model usually has three tiers or levels of support. Tier 1 is generally defined as classroom instruction provided to all students, tier 2 is typically a preventive intervention…

The Effects of Tier One RtI at the Elementary School Level Using I-Station on Reading Text Fluency

ERIC Educational Resources Information Center

Lundin, Meredith M.

2017-01-01

This study looked at the effects of Tier 1 Response to Intervention (RtI) on elementary school reading fluency using I-Station assessment and intervention. The study included four elementary schools within the same school district that represented the four quadrants of the school district so that a variety of factors and the district's demographic…

Response to Intervention (RTI): A Mixed Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students

ERIC Educational Resources Information Center

Cooper, Rosie Nicole

2014-01-01

Excessive classroom disruption is prevalent among today's public high schools and is a deterrent to the academic and social achievements of students. Using Response to Intervention (RtI) to equip in-school suspension (ISS) programs with a research-based behavioral curriculum is one possible solution to efficiently and cost-effectively remediating…

Building Level Principals as Change Agents in a Response to Intervention Reform Initiative

ERIC Educational Resources Information Center

Ninni, Kristen

2010-01-01

The purpose of this study was to examine the role of the principal in a systems change effort. Utilizing Response to Intervention (RtI) as a means of studying principals as change agents, this researcher examined the principals' ability to implement and sustain a reform effort such as RtI as perceived by the principal, problem solving team, and…

Use of Classification Agreement Analyses to Evaluate RTI Implementation

ERIC Educational Resources Information Center

VanDerHeyden, Amanda

2010-01-01

RTI as a framework for decision making has implications for the diagnosis of specific learning disabilities. Any diagnostic tool must meet certain standards to demonstrate that its use leads to predictable decisions with minimal risk. Classification agreement analyses are described as optimal for demonstrating the technical adequacy of RTI…

Responding to the Need for Research in RTI: A Map of the Current Implementation and Assessment Practices from the Perspective of District and Building Administrators

ERIC Educational Resources Information Center

Hudson, Tina Marlene

2013-01-01

Response to Intervention (RTI) has been one of the most significant developments in the history of educational reform, requiring a renewed focus on evidence-based instruction and data-driven decisions. However, the current use of RTI as a means of identifying students with SLD is highly variable across states, bringing to focus several issues that…

Elementary School Psychologists' Perceptions of Response to Intervention and Its Use to Diagnose Students with Specific Learning Disabilities in Tennessee: A Mixed Methods Study

ERIC Educational Resources Information Center

Ebbinger, April M.

2017-01-01

The purpose of this study was to examine the changes in initial eligibilities of elementary students across Tennessee since the implementation response to intervention (RtI), as well as understand the perceptions of elementary school psychologists related to those changes in identification and eligibility. RtI is a Tennessee mandated initiative,…

Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study

ERIC Educational Resources Information Center

Bookard, Katina L.

2014-01-01

The purpose of this correlational study was to test to see if there was a relationship between time reduction of the roles and responsibilities of a school counselor and the Response to Intervention (RTI) process in an elementary school setting. This study examined the perceived effects of the RTI process on the roles and responsibilities of a…

Alternative Strategies in Assessing Special Education Needs

ERIC Educational Resources Information Center

Dykeman, Bruce F.

2006-01-01

The conventional use of standardized testing within a discrepancy analysis model is reviewed. The Response-to-Intervention (RTI) process is explained, along with descriptions of assessment procedures within RTI: functional assessment, authentic assessment, curriculum-based measurement, and play-based assessment. Psychometric issues relevant to RTI…

Smart RTI: A Next-Generation Approach to Multilevel Prevention

PubMed Central

FUCHS, DOUGLAS; FUCHS, LYNN S.; COMPTON, DONALD L.

2012-01-01

During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on building-based personnel with specialized expertise at all levels of the prevention system. Most agree on both its potential for strengthening schooling and its heavy demand on practitioners. In this article, we describe Smart RTI, which we define as making efficient use of school resources while maximizing students' opportunities for success. In light of findings from recent research, we discuss three important features of Smart RTI: (a) multistage screening to identify risk, (b) multistage assessment to determine appropriate levels of instruction, and (c) a role for special education that supports prevention. PMID:22736805

Reshaping RTI: Building a Better Triangle

ERIC Educational Resources Information Center

Ramaswami, Rama

2010-01-01

Response to intervention (RTI), the controversial three-tiered, triangular instructional model is getting stretched in new directions by educators who favor holistic, proactive support strategies over formal remediation. A senior scientist at the FPG Child Development Institute at the University of North Carolina at Chapel Hill, Virginia Buysse…

Supporting Valid Decision Making: Uses and Misuses of Assessment Data within the Context of RtI

ERIC Educational Resources Information Center

Ball, Carrie R.; Christ, Theodore J.

2012-01-01

Within an RtI problem-solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for…

How Educators Perceive the Process and Implementation of a Multi-Tiered System of Supports (MTSS): A Case Study

ERIC Educational Resources Information Center

Maniglia, Linda M.

2017-01-01

In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The…

School Psychologists' Stages of Concern with RTI Implementation

ERIC Educational Resources Information Center

Bogue, Heidi; Marrs, Heath; Little, Suzanne

2017-01-01

Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some…

What RTI Means for Content Area Teachers

ERIC Educational Resources Information Center

Lenski, Susan

2012-01-01

Response to Intervention (RTI) has the potential to have a positive impact on adolescent literacy by requiring content-area teachers to provide Tier 1 literacy instruction. This commentary suggests that content-area teachers can help their students improve their content knowledge and literacy skills by providing discipline-specific strategy…

Critical Practice Analysis of Special Education Policy: An RTI Example

ERIC Educational Resources Information Center

Thorius, Kathleen A. King; Maxcy, Brendan D.

2015-01-01

Since 1997, revisions to the Individuals With Disabilities Education Act (IDEA) have shown promise for addressing special education equity concerns: For example, states have the option to use response to intervention (RTI) for determining and thus reducing inappropriate disability determination, and states and districts are required to assess and…

A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology

ERIC Educational Resources Information Center

Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay

2010-01-01

Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to…

Tailoring Lessons for English-Learners

ERIC Educational Resources Information Center

Zehr, Mary Ann

2010-01-01

Educators in the Chula Vista Elementary School District determined what kind of instruction students needed through a "response to intervention" (RTI) process, which provides extra help to struggling students with an aim of reducing the number of referrals to special education. As RTI catches on throughout the country, the district is on…

Applying Generalizability Theory for Making Quantitative RTI Progress-Monitoring Decisions

ERIC Educational Resources Information Center

Fan, Chung-Hau; Hansmann, Paul R.

2015-01-01

Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The…

Comprehensive numerical methodology for direct numerical simulations of compressible Rayleigh-Taylor instability

DOE Office of Scientific and Technical Information (OSTI.GOV)

Reckinger, Scott James; Livescu, Daniel; Vasilyev, Oleg V.

A comprehensive numerical methodology has been developed that handles the challenges introduced by considering the compressive nature of Rayleigh-Taylor instability (RTI) systems, which include sharp interfacial density gradients on strongly stratified background states, acoustic wave generation and removal at computational boundaries, and stratification-dependent vorticity production. The computational framework is used to simulate two-dimensional single-mode RTI to extreme late-times for a wide range of flow compressibility and variable density effects. The results show that flow compressibility acts to reduce the growth of RTI for low Atwood numbers, as predicted from linear stability analysis.

NHEXAS PHASE I REGION 5 STUDY--QUALITY SYSTEMS AND IMPLEMENTATION PLAN FOR HUMAN EXPOSURE ASSESSMENT STUDY (RTI/5740/02-02QSIP)

EPA Science Inventory

The RTI/EOHSI Consortium scoping studies were designed to be part of the total NHEXAS framework that was developed as a result of a series scientific discussions and workshops conducted by the US EPA from 1992 through 1993. Several scientific issues needed to be addressed to eval...

Creating Meaning from Collaboration to Implement RtI for At-Risk Students

ERIC Educational Resources Information Center

Diakakis, Julia Ann

2014-01-01

The purpose of this qualitative exploratory case study based on Danielson's (2002) assertion that when teachers learn, student achievement improves was to examine how teachers created a collaborative learning experience through Professional Learning Community (PLC) concepts to implement Response to Intervention (RtI) with at-risk students. The…

Combining RTI and Psychoeducational Assessment: What We Must Assume to Do Otherwise

ERIC Educational Resources Information Center

Wodrich, David L.; Spencer, Marsha L. S.; Daley, Kelly B.

2006-01-01

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) permitted lack of students' response to intervention (RTI) to be considered as a basis for documenting specific learning disabilities (SLD). The previous method of detecting SLD, which relied on IQ and achievement testing, consequently is no longer mandatory.…

Building Your School's Capacity to Implement RTI: An ASCD Action Tool

ERIC Educational Resources Information Center

ASCD, 2011

2011-01-01

Once your school has established the reason and the will to move forward with Response to Intervention (RTI), you still have to navigate all the difficult steps of implementing core instruction with a multitiered system of supports, data-based problem solving, progress monitoring, and universal screening. That's where this ASCD (Association for…

Pioneering RTI Systems that Work: Social Validity, Collaboration, and Context

ERIC Educational Resources Information Center

Mahdavi, Jennifer N.; Beebe-Frankenberger, Margaret E.

2009-01-01

Using collaborative teamwork to build unique response-to-intervention (RTI) systems responsive to the needs and strengths within their separate schools and communities, two Montana elementary schools forged a trail for other schools. Each school encountered different obstacles along the way as well as distinctive ways of defining success. How can…

Promoting Student Achievement through Educational Practices in Middle School Math Transitioning Classrooms

ERIC Educational Resources Information Center

Jackson, Viola Towels

2016-01-01

There is a plethora of research pertaining to Response to Intervention (RTI) implementation at the elementary school setting. However, research studies on teachers' perceptions relative to implementing RTI in a middle school tier-based classroom had not been conducted. The purpose of this qualitative case study was to examine teachers' perception…

Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Folsom, Jessica S.; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M.

2011-01-01

Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20…

Implementing RTI in a High School: A Case Study

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2013-01-01

This case study chronicles the efforts of a small high school over a 2-year period as it designed and implemented a response to intervention (RTI) program for students at the school. Their efforts were largely successful, with improved achievement, attendance, and grade point averages and a decrease in special education referrals. Major themes…

Supporting Early Grades Student Achievement: An Exploration of RTI[superscript 2] Practices. Tennessee RTI[superscript 2] Model

ERIC Educational Resources Information Center

Stone, Zachary

2016-01-01

Almost half of Tennessee's students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual…

Electronically delivered, multicomponent intervention to reduce unnecessary antibiotic prescribing for respiratory infections in primary care: a cluster randomised trial using electronic health records—REDUCE Trial study original protocol

PubMed Central

Juszczyk, Dorota; Charlton, Judith; McDermott, Lisa; Soames, Jamie; Sultana, Kirin; Ashworth, Mark; Fox, Robin; Hay, Alastair D; Little, Paul; Moore, Michael V; Yardley, Lucy; Prevost, A Toby; Gulliford, Martin C

2016-01-01

Introduction Respiratory tract infections (RTIs) account for about 60% of antibiotics prescribed in primary care. This study aims to test the effectiveness, in a cluster randomised controlled trial, of electronically delivered, multicomponent interventions to reduce unnecessary antibiotic prescribing when patients consult for RTIs in primary care. The research will specifically evaluate the effectiveness of feeding back electronic health records (EHRs) data to general practices. Methods and analysis 2-arm cluster randomised trial using the EHRs of the Clinical Practice Research Datalink (CPRD). General practices in England, Scotland, Wales and Northern Ireland are being recruited and the general population of all ages represents the target population. Control trial arm practices will continue with usual care. Practices in the intervention arm will receive complex multicomponent interventions, delivered remotely to information systems, including (1) feedback of each practice's antibiotic prescribing through monthly antibiotic prescribing reports estimated from CPRD data; (2) delivery of educational and decision support tools; (3) a webinar to explain and promote effective usage of the intervention. The intervention will continue for 12 months. Outcomes will be evaluated from CPRD EHRs. The primary outcome will be the number of antibiotic prescriptions for RTIs per 1000 patient years. Secondary outcomes will be: the RTI consultation rate; the proportion of consultations for RTI with an antibiotic prescribed; subgroups of age; different categories of RTI and quartiles of intervention usage. There will be more than 80% power to detect an absolute reduction in antibiotic prescription for RTI of 12 per 1000 registered patient years. Total healthcare usage will be estimated from CPRD data and compared between trial arms. Ethics and dissemination Trial protocol was approved by the National Research Ethics Service Committee (14/LO/1730). The pragmatic design of the trial will enable subsequent translation of effective interventions at scale in order to achieve population impact. Trial registration number ISRCTN95232781; Pre-results. PMID:27491663

Literacy Block: Meeting the Needs of All Learners; A Summative Program Evaluation

ERIC Educational Resources Information Center

Pelletier, Nancy L.

2011-01-01

This summative program evaluation study investigated the Response to Intervention (RTI) pilot literacy block program that was implemented in first and second grade classrooms in a small southeastern suburban school. All 111 students in the first and second grade were involved in this RTI model during the 2010-2011 school year including special…

RTI Strategies That Work in the 3-6 Classroom

ERIC Educational Resources Information Center

Johnson, Eli; Karns, Michelle

2012-01-01

This is a must-have resource for educators committed to meeting the needs of their struggling students in Grades 3-6. Teachers get a whole toolbox filled with research-based, easy to implement RTI interventions that really work! Get strategies in five core areas--plus correlations to the Common Core State Standards and effective scaffolding tips…

Relations between the CCSS and RTI in Literacy and Language

ERIC Educational Resources Information Center

Wixson, Karen K.; Lipson, Marjorie Y.

2012-01-01

Initiatives such as Response to Intervention (RTI) and the Common Core State Standards for English Language Arts (CCSS-ELA) have the potential to positively impact progress toward the goal of literacy for all. Because the CCSS-ELA will guide the content of the curriculum, instruction and assessment in the large number of adopting states, they will…

Using Curriculum-Based Measurement to Improve Achievement

ERIC Educational Resources Information Center

Clarke, Suzanne

2009-01-01

Response to intervention (RTI) is on the radar screen of most principals these days--finding out what it is, how it can improve teaching and learning, and what needs to be done to implement it effectively. One critical component of RTI that will require particular attention from principals is student progress monitoring, which is required in every…

The "Blurring" of Special Education in a New Continuum of General Education Placements and Services

ERIC Educational Resources Information Center

Fuchs, Douglas; Fuchs, Lynn S.; Stecker, Pamela M.

2010-01-01

For nearly 10 years, the response-to-intervention (RTI) policy initiative has engendered enthusiasm at federal, state, and local levels and among various stakeholders. Nevertheless, there are basic and important disagreements about its nature and purpose. The authors describe two groups with contrasting perspectives on RTI in an effort to examine…

Implementing Cycles of Assess, Plan, Do, Review: A Literature Review of Practitioner Perspectives

ERIC Educational Resources Information Center

Greenwood, Jo; Kelly, Catherine

2017-01-01

This article uses a literature review process to explore current literature on Response to Intervention (RtI), an approach to the identification of and provision for students with special educational needs introduced in the USA by the Individuals with Disabilities Education Improvement Act of 2004. Parallels are made between RtI and the graduated…

Teaching children road safety through storybooks: an approach to child health literacy in Pakistan.

PubMed

Ahmad, Haris; Naeem, Rubaba; Feroze, Asher; Zia, Nukhba; Shakoor, Amarah; Khan, Uzma Rahim; Mian, Asad Iqbal

2018-02-07

Road traffic injuries (RTIs) commonly affect the younger population in low- and-middle-income countries. School children may be educated about road safety using storybooks with colorful pictures, which tends to increase the child's interest in the text. Therefore, this study assessed the use of bilingual pictorial storybooks to improve RTI prevention knowledge among school children. This pretest-posttest study was conducted in eight public and nine private schools of Karachi, Pakistan, between February to May 2015. Children in grades four and five were enrolled at baseline (n = 410). The intervention was an interactive discussion about RTI prevention using a bilingual (Urdu and English) pictorial storybook. A baseline test was conducted to assess children's pre-existing knowledge about RTI prevention followed by administration of the intervention. Two posttests were conducted: first immediately after the intervention, and second after 2 months. Test scores were analyzed using McNemar test and paired sample t-test. There were 57% girls and 55% public school students; age range 8-16 years. Compared to the overall baseline score (5.1 ± 1.4), the number of correct answers increased in both subsequent tests (5.9 ± 1.2 and 6.1 ± 1.1 respectively, p-value < 0.001). Statistically significant improvement in mean scores was observed based on gender, grades and school type over time (p-value < 0.001). Discussions using bilingual pictorial storybooks helped primary school children in Pakistan grasp knowledge of RTI prevention. RTI education sessions may be incorporated into school curricula using storybooks as teaching tools. Potential exists to create similar models for other developing countries by translating the storybooks into local languages.

Policy Implications at the State and District Level with RtI for Gifted students

ERIC Educational Resources Information Center

Brown, Elissa F.; Abernethy, Sherry H.

2009-01-01

As a field, gifted education does not endorse any one approach to serving students because of the range of student abilities and resulting concomitant diverse needs. Therefore, service delivery in gifted education is still heavily teacher dependent. Yet, many of the components of Response to Intervention (RtI) are employed in gifted education,…

Electronically delivered, multicomponent intervention to reduce unnecessary antibiotic prescribing for respiratory infections in primary care: a cluster randomised trial using electronic health records-REDUCE Trial study original protocol.

PubMed

Juszczyk, Dorota; Charlton, Judith; McDermott, Lisa; Soames, Jamie; Sultana, Kirin; Ashworth, Mark; Fox, Robin; Hay, Alastair D; Little, Paul; Moore, Michael V; Yardley, Lucy; Prevost, A Toby; Gulliford, Martin C

2016-08-04

Respiratory tract infections (RTIs) account for about 60% of antibiotics prescribed in primary care. This study aims to test the effectiveness, in a cluster randomised controlled trial, of electronically delivered, multicomponent interventions to reduce unnecessary antibiotic prescribing when patients consult for RTIs in primary care. The research will specifically evaluate the effectiveness of feeding back electronic health records (EHRs) data to general practices. 2-arm cluster randomised trial using the EHRs of the Clinical Practice Research Datalink (CPRD). General practices in England, Scotland, Wales and Northern Ireland are being recruited and the general population of all ages represents the target population. Control trial arm practices will continue with usual care. Practices in the intervention arm will receive complex multicomponent interventions, delivered remotely to information systems, including (1) feedback of each practice's antibiotic prescribing through monthly antibiotic prescribing reports estimated from CPRD data; (2) delivery of educational and decision support tools; (3) a webinar to explain and promote effective usage of the intervention. The intervention will continue for 12 months. Outcomes will be evaluated from CPRD EHRs. The primary outcome will be the number of antibiotic prescriptions for RTIs per 1000 patient years. Secondary outcomes will be: the RTI consultation rate; the proportion of consultations for RTI with an antibiotic prescribed; subgroups of age; different categories of RTI and quartiles of intervention usage. There will be more than 80% power to detect an absolute reduction in antibiotic prescription for RTI of 12 per 1000 registered patient years. Total healthcare usage will be estimated from CPRD data and compared between trial arms. Trial protocol was approved by the National Research Ethics Service Committee (14/LO/1730). The pragmatic design of the trial will enable subsequent translation of effective interventions at scale in order to achieve population impact. ISRCTN95232781; Pre-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

PubMed Central

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2014-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. PMID:24899769

Educator Perceptions of Response to Intervention

ERIC Educational Resources Information Center

DeLoach, Darcia

2017-01-01

Response to Intervention (RTI) is a research-based process in which students are provided timely intensive interventions. No longer adopting "wait to fail" models, this paradigm shift has challenged educators to employ systematic mathematics interventions which has been reported as challenging to implement within high schools. Therefore,…

Response to Intervention: Is the Sky Falling?

ERIC Educational Resources Information Center

Dougherty Stahl, Katherine A.

2016-01-01

Response to Intervention (RTI) is a multiple tiered system of instructional interventions that may also serve to identify children with Specific Learning Disabilities (particularly in reading and spelling). This article summarizes the findings of Evaluation of Response to Intervention Practices for Elementary School Reading (Balu, Zhu, Doolittle,…

Risks and burden of viral respiratory tract infections in patients with multiple myeloma in the era of immunomodulatory drugs and bortezomib: experience at an Australian Cancer Hospital.

PubMed

Teh, Benjamin W; Worth, Leon J; Harrison, Simon J; Thursky, Karin A; Slavin, Monica A

2015-07-01

Infections are a leading cause of morbidity and mortality in patients with multiple myeloma. The epidemiology, risk factors and outcomes of viral respiratory tract infections (vRTI) are not well described in patients with multiple myeloma managed with novel agents, the current standard of care. Patients with myeloma from 2009 to 2012 who tested positive on respiratory virus multiplex polymerase chain reaction had clinical, radiological and microbiological records reviewed. The Fourth European Conference on Infections in Leukaemia (ECIL-4) definitions of RTI were applied. Univariate and multivariate regression analysis of risk factors was performed using vRTI as the evaluable outcome. Of 330 patients, 75 (22.7%) tested positive for a total of 100 vRTI episodes. All patients received thalidomide, lenalidomide or bortezomib in combination with myeloma therapies (median of three treatment regimens). vRTI occurred most commonly in patients with progressive disease, and receipt of more than three lines of myeloma therapy was associated with an increased risk of vRTI (p < 0.01). Amongst key respiratory pathogens, influenza was associated with the highest hospital admission rate (66.7%), ICU admission rate (41.6%) and mortality (33.3%) whilst RSV was associated with prolonged hospital stay. Patients with multiple myeloma and advanced disease managed with multiple lines of therapy are at risk for vRTI, and targeted interventions for prevention/treatment are required.

Alcohol and Road Traffic Injuries in Latin America and the Caribbean: A Case-Crossover Study.

PubMed

Borges, Guilherme; Monteiro, Maristela; Cherpitel, Cheryl J; Orozco, Ricardo; Ye, Yu; Poznyak, Vladimir; Peden, Margie; Pechansky, Flavio; Cremonte, Mariana; Reid, Sandra D; Mendez, Jesus

2017-10-01

This study reports dose-response estimates for the odds ratio (OR) and population attributable risk of acute alcohol use and road traffic injury (RTI). Data were analyzed on 1,119 RTI patients arriving at 16 emergency departments (EDs) in Argentina, Brazil, Costa Rica, Dominican Republic, Guatemala, Guyana, Mexico, Nicaragua, Panama, and Trinidad and Tobago. Case-crossover analysis, pair-matching the number of standard drinks consumed within the 6 hours prior to the RTI with 2 control periods (prior d/wk), was performed using fractional polynomial analysis for dose-response. About 1 in 6 RTI patients in EDs were positive for self-reported alcohol 6 hours prior to the injury (country range 8.6 to 24.1%). The likelihood of an RTI with any drinking prior (compared to not drinking) was 5 times higher (country range OR 2.50 to 15.00) and the more a person drinks the higher the risk. Every drink (12.8 g alcohol) increased the risk of an RTI by 13%, even 1 to 2 drinks were associated with a sizable increase in risk of an RTI and a dose-response was found. Differences in ORs for drivers (OR = 3.51; 95% CI = 2.25 to 5.45), passengers (OR = 8.12; 95% CI = 4.22 to 15.61), and pedestrians (OR = 6.30; 95% CI = 3.14 to 12.64) and attributable fractions were noted. Acute use of alcohol was attributable to 14% of all RTIs, varying from 7% for females to 19% for being injured as a passenger. The finding that the presence of alcohol increases risk among drivers and nondrivers alike may further help to urge interventions targeting passengers and pedestrians. Routine screening and brief interventions in all health services could also have a beneficial impact in decreasing rates of RTIs. Higher priority should be given to alcohol as a risk factor for RTIs, particularly in Latin America and the Caribbean. Copyright © 2017 by the Research Society on Alcoholism.

Teacher Resistance to the Response to Intervention Process: A Delphi Study

ERIC Educational Resources Information Center

Raines, Kerrie Lynn

2010-01-01

There has been a growing concern amongst educational stakeholders concerning the over identification of students with specific learning disabilities. The reauthorization of the Individuals with Disabilities Education improvement ACT in 2004 launched a response to intervention (RTI) process mandated early interventions for struggling students…

Elementary Preservice Teachers' Experiences with Response to Intervention

ERIC Educational Resources Information Center

Hurlbut, Amanda R.; Tunks, Jeanne

2016-01-01

Response to intervention (RTI) is a general education intervention system used by classroom teachers to assist struggling learners and provide individualized, academic support to help all students succeed academically. This process is also vital as a prereferral process as a prerequisite to special education referrals and eligibility…

An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention

ERIC Educational Resources Information Center

Greenwood, Charles R.; Beecher, Constance; Atwater, Jane; Petersen, Sarah; Schiefelbusch, Jean; Irvin, Dwight

2018-01-01

A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what…

Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation

ERIC Educational Resources Information Center

Benjamin, Elissa M.

2011-01-01

The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general…

Response to Intervention Implementation Guide: The South Dakota Model

ERIC Educational Resources Information Center

South Dakota Department of Education, 2012

2012-01-01

The National Association of State Directors of Special Education (NASDSE, 2005) defines response to intervention (RTI) as the practice of providing high-quality instruction and intervention based on a student's needs, changing instruction and/or goals through frequent monitoring of progress, and applying the student response data to important…

Teacher Perceptions of the Effectiveness of the Response to Intervention (RTI) Process

ERIC Educational Resources Information Center

Anderson, Yarby

2017-01-01

With federal education mandates and new developments highlighting academic failures, additional stress has been placed on teachers and administrators to provide interventions to a student's specific deficit areas. Now, general education teachers are required to use research-based interventions to eliminate the decline in academic success. The…

Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students.

PubMed

Ohl, Alisha M; Graze, Hollie; Weber, Karen; Kenny, Sabrina; Salvatore, Christie; Wagreich, Sarah

2013-01-01

This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual-motor skills of general education kindergarten students. We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual-motor integration were measured at the beginning of the school year and after the 10-wk intervention. The intervention group demonstrated a statistically significant increase in fine motor and visual-motor skills, whereas the control group demonstrated a slight decline in both areas. Neither group demonstrated a change in pencil grip. This study provides preliminary evidence that a Tier 1 RtI program can improve fine motor and visual-motor skills in kindergarten students. Copyright © 2013 by the American Occupational Therapy Association, Inc.

The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention

PubMed Central

Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al

2013-01-01

Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281

The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

PubMed

Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie

2013-10-01

The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

A Survey of Response to Intervention Team Members' Effective Practices in Rural Elementary Schools

ERIC Educational Resources Information Center

Brendle, Janna

2015-01-01

This study examined the perceptions of general and special education teachers regarding the effectiveness of intervention teams in rural elementary schools. The passage of IDEIA 2004 brought considerable support for the use of the Response to Intervention (RtI) process providing research-based interventions to students who are struggling. Response…

Road traffic injuries in one local health unit in the Lazio region: results of a surveillance system integrating police and health data

PubMed Central

Chini, Francesco; Farchi, Sara; Ciaramella, Ivana; Antoniozzi, Tranquillo; Rossi, Paolo Giorgi; Camilloni, Laura; Valenti, Massimo; Borgia, Piero

2009-01-01

Objective Different sources are available for the surveillance of Road Traffic injuries (RTI), but studied individually they present several limits. In this paper we present the results of a surveillance integrating healthcare data with the data gathered by the municipal police in the southeastern area of Rome (630,000 inhabitants) during the year 2003. Methods The Municipal police RTI reports, which list the exact location, circumstances and some risk factor of the crash, were searched in the emergency visit, hospitalization and mortality databases, to integrate them with the information on health consequences. A multivariate analysis was conducted to evaluate risk factors (crash circumstances, age ad gender of the casualty) associated with hospital admission following a RTI. Mapping of RTI locations was created. The locations with higher risk of accidents with severe health consequences and at higher risk for pedestrians were identified. Results According to police records 4571 RTI occurred in 2003, 75% of which led to emergency department admissions. Sixteen percent of these emergency visits ended in hospitalization, and 44 deaths were reported within 30 days of the event, most of which occurred in young men. The people with the highest risk of hospitalization after an RTI were the cyclists, pedestrians and followed by people on two-wheeled vehicles. The type of crash with the highest risk of hospitalization was head-on collision. Geographical analyses showed four clusters with higher severity of RTI. Specific attention was paid to pedestrian injuries. Analyzing the locations of RTIs involving pedestrians permitted us to rank the most dangerous streets. The roads at high risk for pedestrians identified problems in the bus stop constructions and in the placement of the zebra pedestrian crossings. Conclusion This study proves the feasibility of an integrated surveillance system of RTI by using routinely collected local data. The high-risk locations identified with the geographic analyses method in this study highlighted infrastructural problems, suggesting immediate preventive interventions. PMID:19386112

The Effects of Leveled Literacy Intervention for Students in the RtI Process

ERIC Educational Resources Information Center

Taylor, Lisa

2017-01-01

Low reading skills constitute a serious achievement problem. Although there are remedial support in schools, between 2% and 6% of the student population continues to show persistent reading difficulties despite intensive intervention. The research problem in this study addressed the lack of effective reading interventions for students who were in…

Helping Children with Emotional Difficulties: A Response to Intervention Investigation

ERIC Educational Resources Information Center

Pearce, Lee R.

2009-01-01

This article describes a Response to Intervention (RTI) model of service delivery implemented within a rural elementary school for students in kindergarten through fifth grade experiencing significant emotional and behavioral difficulties. A multi-tiered model is presented that includes school wide interventions in Tier 1, as well as a six…

How Should "Unresponsiveness" to Secondary Intervention Be Operationalized? It Is All about the Nudge

ERIC Educational Resources Information Center

Compton, Donald L.

2006-01-01

In the fourth session of the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in 2003, Good, Vellutino, and Torgesen presented papers that addressed the question, "How should unresponsiveness to secondary intervention be operationalized in an RTI approach to LD identification?" In this commentary, I…

School Social Work Consultation Models and Response to Intervention: A Perfect Match

ERIC Educational Resources Information Center

Sabatino, Christine Anlauf

2009-01-01

The 2004 amendments to the Individuals with Disabilities Education Act introduced the concept of Response to Intervention (RTI). In part, this is an educational prevention approach to maximize student academic achievement and minimize behaviors that interfere with school success. It consists of assessment and intervention practices on multiple…

Closing the Loop on Classroom Interventions

ERIC Educational Resources Information Center

McCue, Patrick

2010-01-01

No Child Left Behind's mandate to close the achievement gap for students with disabilities and the emergence of response to intervention (RTI) as a means to address students' learning needs have led many schools to use more preventive academic supports within the general education classroom. The use of a diagnostic, intervention-based approach to…

To What Interventions Are Students Responding?

ERIC Educational Resources Information Center

Lipson, Marjorie Y.; Wixson, Karen K.

2012-01-01

Intervention is a central tenet of the various (multitiered) approaches used to implement Response to Intervention (RTI). It appears in Tier 1 core instruction in the form of differentiation, in Tier 2 in the form of supplemental small groups, and in Tier 3 and 4 instruction in the form of more intensive, often individualized support from…

The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model.

PubMed

Lipka, Orly; Siegel, Linda S

2010-11-01

This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children.

Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention with Preschoolers with Early Literacy Deficits

ERIC Educational Resources Information Center

Kruse, Lydia G.; Spencer, Trina D.; Olszewski, Arnold; Goldstein, Howard

2015-01-01

Purpose: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method: A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on…

Effects of performance feedback and coaching on the problem-solving process: Improving the integrity of implementation and enhancing student outcomes

NASA Astrophysics Data System (ADS)

Lundahl, Allison A.

Schools implementing Response to Intervention (RtI) procedures frequently engage in team problem-solving processes to address the needs of students who require intensive and individualized services. Because the effectiveness of the problem-solving process will impact the overall success of RtI systems, the present study was designed to learn more about how to strengthen the integrity of the problem-solving process. Research suggests that school districts must ensure high quality training and ongoing support to enhance the effectiveness, acceptability, and sustainability of the problem-solving process within an RtI model; however, there is a dearth of research examining the effectiveness of methods to provide this training and support. Consequently, this study investigated the effects of performance feedback and coaching strategies on the integrity with which teams of educators conducted the problem-solving process in schools. In addition, the relationships between problem-solving integrity, teacher acceptability, and student outcomes were examined. Results suggested that the performance feedback increased problem-solving procedural integrity across two of the three participating schools. Conclusions about the effectiveness of the (a) coaching intervention and (b) interventions implemented in the third school were inconclusive. Regression analyses indicated that the integrity with which the teams conducted the problem-solving process was a significant predictor of student outcomes. However, the relationship between problem-solving procedural integrity and teacher acceptability was not statistically significant.

Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students

ERIC Educational Resources Information Center

Murin, Tricia M.

2016-01-01

Providing equitable education for all students is the responsibility of administrators, teachers, and parents. Even though the MTSS/RtII Framework has evolved from the RtI and RtII models, the basis is the same: intervening and identifying students' needs and analyzing data and programming instruction to meet all students' needs. Even though in…

Considering the Role of K-2 Teachers' Mathematical Knowledge for Teaching Place Value in Mathematics Intervention

ERIC Educational Resources Information Center

Juenke, Carl W.

2017-01-01

A significant number of students receive special education services for mathematics learning disabilities, however, many additional students need mathematics intervention to support their learning in the regular education classroom. A Response to Intervention (RtI) model has been identified as effective in addressing these students' needs;…

Three Student Case Examples of Response to Intervention Programming

ERIC Educational Resources Information Center

Dunn, Michael; Browning, Ruth

2012-01-01

Many schools across the United States and Canada are now implementing response-to-intervention (RTI) as a means to address the needs of students who struggle with reading, writing, or math by using dual discrepancy (i.e., low ability and little to no progress over time with targeted intervention programming) as a means to classify for learning…

Features of State Response to Intervention Initiatives in Northeast and Islands Region States. Issues & Answers. REL 2009-No. 083

ERIC Educational Resources Information Center

Bocala, Candice; Mello, Daniel; Reedy, Kristin; Lacireno-Paquet, Natalie

2009-01-01

Response to intervention (RTI) is an approach to instruction, assessment, and intervention that enables early identification of students who are experiencing academic or behavioral difficulties. The jurisdictions served by the Regional Educational Laboratory Northeast and Islands expressed interest in a study of whether and how state education…

Selecting Effective Interventions to Increase Math Computation Fluency via Brief Experimental Analyses

ERIC Educational Resources Information Center

Reisener, Carmen D.; Dufrene, Brad A.; Clark, Chelsi R.; Olmi, D. Joe; Tingstrom, Daniel H.

2016-01-01

In a response to intervention RtI paradigm, the use of brief experimental analyses (BEAs) for identifying effective interventions for elementary and middle school students struggling with math is a relatively new area of research. This investigation includes two studies, both of which employed a brief multielement design and an extended analysis…

Inequities of Intervention among Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Cramer, Liz

2015-01-01

Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability…

Rural Practitioners' Involvement in Response to Intervention

ERIC Educational Resources Information Center

Cahill, Susan M.; McGuire, Beatriz; Krumdick, Nathaniel D.; Lee, Michelle M.

2015-01-01

Objective: This study describes perceived levels of involvement in school-based Response to Intervention (RtI) initiatives as reported by occupational therapy (OT) practitioners from different types of communities (i.e., rural, suburban, and urban). In addition, it identifies differences among practice patterns of rural OT practitioners, compared…

Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?

ERIC Educational Resources Information Center

O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D.

2014-01-01

In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…

Middle School Response to Intervention and Student Achievement

ERIC Educational Resources Information Center

Smith, Kelly A. Obrion

2013-01-01

This ex post facto descriptive-comparative quantitative study compared the differences in reading achievement between groups of 6th- through 8th-grade students enrolled in a response to intervention (RtI) classroom against groups of students enrolled in a general education classroom. Students across English language learner and low socioeconomic…

Evidence-Based Early Reading Practices within a Response to Intervention System

ERIC Educational Resources Information Center

Bursuck, Bill; Blanks, Brooke

2010-01-01

Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling…

Special Considerations with Response to Intervention and Instruction for Students with Diverse Backgrounds

ERIC Educational Resources Information Center

Hernandez Finch, Maria E.

2012-01-01

Response to Intervention (RtI) has been heralded as having significant promise for improving outcomes, reducing disproportional placement in special education, and making education more culturally responsive for culturally and linguistically diverse (CLD) youth. This article reviews the major recent empirical and qualitative research findings with…

Special Education Disproportionality: A Review of Response to Intervention and Culturally Relevant Pedagogy

ERIC Educational Resources Information Center

Cartledge, Gwendolyn; Kea, Cathy D.; Watson, Martreece; Oif, Alana

2016-01-01

Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of…

The "RAP" on Reading Comprehension

ERIC Educational Resources Information Center

Hagaman, Jessica L.; Luschen, Kati; Reid, Robert

2010-01-01

Reading problems are one of the most frequent reasons students are referred for special education services and the disparity between students with reading difficulties and those who read successfully appears to be increasing. As a result, there is now an emphasis on early intervention programs such as RTI. In many cases, early intervention in…

Response to Intervention: Accountability in Action

ERIC Educational Resources Information Center

Hempenstall, Kerry

2012-01-01

Response to Intervention (RTI) is a popular if controversial initiative developed largely in the USA, but which is, as yet, little known in general education in Australia. However, this may change given the increased attention to accountability in recent times. The national NAPLAN and international PISA assessments are leading to pressure being…

Response to Intervention: "Lore v. Law"

ERIC Educational Resources Information Center

Zirkel, Perry A.

2018-01-01

The legal dimension of response to intervention (RTI) has been the subject of considerable professional confusion. This brief article addresses the issue in three parts. The first part provides an update of a previous iteration that compared 12 common conceptions, referred to here as the "lore," with an objective synthesis of the…

Using High-Probability Instructional Sequences and Explicit Instruction to Teach Multiplication Facts

ERIC Educational Resources Information Center

Leach, Debra

2016-01-01

Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and…

Road Traffic Injury Prevention Initiatives: A Systematic Review and Metasummary of Effectiveness in Low and Middle Income Countries

PubMed Central

Staton, Catherine; Vissoci, Joao; Gong, Enying; Toomey, Nicole; Wafula, Rebeccah; Abdelgadir, Jihad; Zhou, Yi; Liu, Chen; Pei, Fengdi; Zick, Brittany; Ratliff, Camille D.; Rotich, Claire; Jadue, Nicole; de Andrade, Luciano; von Isenburg, Megan; Hocker, Michael

2016-01-01

Background Road traffic injuries (RTIs) are a growing but neglected global health crisis, requiring effective prevention to promote sustainable safety. Low- and middle-income countries (LMICs) share a disproportionately high burden with 90% of the world’s road traffic deaths, and where RTIs are escalating due to rapid urbanization and motorization. Although several studies have assessed the effectiveness of a specific intervention, no systematic reviews have been conducted summarizing the effectiveness of RTI prevention initiatives specifically performed in LMIC settings; this study will help fill this gap. Methods In accordance with PRISMA guidelines we searched the electronic databases MEDLINE, EMBASE, Scopus, Web of Science, TRID, Lilacs, Scielo and Global Health. Articles were eligible if they considered RTI prevention in LMICs by evaluating a prevention-related intervention with outcome measures of crash, RTI, or death. In addition, a reference and citation analysis was conducted as well as a data quality assessment. A qualitative metasummary approach was used for data analysis and effect sizes were calculated to quantify the magnitude of emerging themes. Results Of the 8560 articles from the literature search, 18 articles from 11 LMICs fit the eligibility and inclusion criteria. Of these studies, four were from Sub-Saharan Africa, ten from Latin America and the Caribbean, one from the Middle East, and three from Asia. Half of the studies focused specifically on legislation, while the others focused on speed control measures, educational interventions, enforcement, road improvement, community programs, or a multifaceted intervention. Conclusion Legislation was the most common intervention evaluated with the best outcomes when combined with strong enforcement initiatives or as part of a multifaceted approach. Because speed control is crucial to crash and injury prevention, road improvement interventions in LMIC settings should carefully consider how the impact of improvements will affect speed and traffic flow. Further road traffic injury prevention interventions should be performed in LMICs with patient-centered outcomes in order to guide injury prevention in these complex settings. PMID:26735918

What Are Teacher Attitudes toward the Response to Intervention Model as Implemented in Middle Georgia School Systems?

ERIC Educational Resources Information Center

Russ, Deborah Daniel

2012-01-01

Response to Intervention (RTI) is an initiative first outlined by the federal government in the No Child Left Behind Act (2001) and the Individuals with Disabilities Improvement Act (2004). The purpose of the model is twofold: to address the needs of struggling students with research-based interventions and regular progress monitoring and to…

The Significance of the Response to Intervention Model on Elementary Reading Performance in Missouri

ERIC Educational Resources Information Center

Harrison, Philip L.

2017-01-01

The purpose of this study is to ascertain the essential elements of Response to Intervention programs among 150 high performing Title I schools with high rates of poverty as measured by free/reduced lunch participation rates. Response to Intervention (RTI) is a nationally-known instructional model used to assist students who are struggling to…

The Fidelity of Implementation of the Response to Intervention (RTI) Process in Missouri Public Schools

ERIC Educational Resources Information Center

Drury, Debra A.

2014-01-01

The purpose of this problem-based study was to gather data which analyzed the degree of fidelity of implementation of Response to Intervention as reported by building principals in the State of Missouri. The project began when team members, providing professional development for the Response to Intervention process, came to the conclusion there…

Speech-Language Pathologists' Opinions on Response to Intervention

ERIC Educational Resources Information Center

Sanger, Dixie; Mohling, Sara; Stremlau, Aliza

2012-01-01

The purpose of this study was to survey the opinions of speech-language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded…

A Quantitative Research Study on the Implementation of the Response-to-Intervention Model

ERIC Educational Resources Information Center

Mahoney, Jamie

2011-01-01

Response to Intervention (RTI) emerged as a new service delivery model designed to meet the learning needs of all students prior to diagnosis and placement in the special education setting. The problem was few research studies had been conducted between general education teachers with intensive professional development and those without…

Agreement among Response to Intervention Criteria for Identifying Responder Status

ERIC Educational Resources Information Center

Barth, Amy E.; Stuebing, Karla K.; Anthony, Jason L.; Denton, Carolyn A.; Mathes, Patricia G.; Fletcher, Jack M.; Francis, David J.

2008-01-01

In order to better understand the extent to which operationalizations of response to intervention (RTI) overlap and agree in identifying adequate and inadequate responders, an existing database of 399 first grade students was evaluated in relation to cut-points, measures, and methods frequently cited for the identification of inadequate responders…

Training School Personnel on Implementation of Check-in--Check-out Behavioral Interventions

ERIC Educational Resources Information Center

Ruiz, Maria Isolina

2012-01-01

Over the last several years, educational policy has advocated for a preventive approach to keep problem behaviors from escalating and interfering with student achievement. Proactive methodologies such as school-wide positive behavior support (SWPBS) and response to intervention (RTI) have become common practice in school districts across the…

Common Progress Monitoring Graph Omissions: Missing Goal and Goal Line. Progress Monitoring Brief #2

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate…

The Effects of a Fluency Training Package on Paraprofessionals' Presentation of a Reading Intervention

ERIC Educational Resources Information Center

O'Keeffe, Breda V.; Slocum, Timothy A.; Magnusson, Renee

2013-01-01

Paraprofessionals are widely employed in response to intervention (RTI) settings to provide instruction to students at-risk for reading disabilities. However, little research has addressed effective and efficient ways to train these paraprofessionals to deliver instruction with high fidelity. In addition, given the limited time and finances…

Response to Intervention with Older Students with Reading Difficulties

ERIC Educational Resources Information Center

Vaughn, Sharon; Fletcher, Jack M.; Francis, David J.; Denton, Carolyn A.; Wanzek, Jeanne; Wexler, Jade; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa A.

2008-01-01

Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced…

An Evaluative Case Study of Response to Intervention in the Disproportional Placement of African Americans in Special Education

ERIC Educational Resources Information Center

Wilson, Deborah J.

2012-01-01

African American disproportional placement and underachievement are national trends, and both are problematic because stigmatizing labels lead to diminished opportunities in education and employment. A gap exists in the literature regarding the efficacy of Response to Intervention (RTI), a new educational initiative designed to reduce…

A Meaning-Based Plan for Addressing RTI for Struggling Readers

ERIC Educational Resources Information Center

Johnson, Andrew P.

2017-01-01

Reading is creating meaning with print. It makes sense that interventions for struggling readers be similarly meaning-based and take place, to the greatest extent possible, in a general education setting. This article describes a meaning-based Response to Intervention plan that is economical, pragmatic, research-based, and effective. Based on a…

Response to Intervention: Principles and Strategies for Effective Practice

ERIC Educational Resources Information Center

Brown-Chidsey, Rachel; Steege, Mark W.

2005-01-01

Meeting a key need, this is the first comprehensive guide to implementing a schoolwide response to intervention (RTI) program. The book is geared to helping practitioners understand and respond to No Child Left Behind and to the new special education eligibility guidelines outlined in IDEIA 2004. Presented are the theoretical and empirical…

A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI)

ERIC Educational Resources Information Center

Ransford-Kaldon, Carolyn; Flynt, E. Sutton; Ross, Cristin

2011-01-01

The purpose of this study was twofold: (1) to determine the efficacy of the Leveled Literacy Intervention program (LLI) in increasing reading achievement for K-2 students and (2) to examine LLI program implementation fidelity. This study evaluated LLI in two U.S. school districts and used a mixed-method design to address the following key research…

An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement

ERIC Educational Resources Information Center

Chappell, Shanan; Arnold, Pamela; Nunnery, John; Grant, Melva

2015-01-01

The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics…

A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities

ERIC Educational Resources Information Center

Tran, Loan; Sanchez, Tori; Arellano, Brenda; Swanson, H. Lee

2011-01-01

This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for…

Response to Intervention and Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Luckner, John; Pierce, Corey

2013-01-01

Students who are deaf or hard of hearing are increasingly being educated in regular education classrooms along with their typical hearing peers. Establishing educational environments that address their unique needs is essential for their success. Response to intervention (RtI), as it is being implemented in the United States, provides a framework…

A Case Study on Educators' Perceptions of Leader Behaviors throughout Response-to-Intervention Implementation

ERIC Educational Resources Information Center

Strickland, Thomas Joel

2017-01-01

The purpose of this two-case study was to describe the perceptions of middle school administrators and teachers concerning leader behaviors throughout the implementation of Response-to-Intervention (RTI) programs. The theory which guided this study is transformational leadership theory (Bass, 1990) as it related directly to how administrators and…

Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs

ERIC Educational Resources Information Center

Barrio, Brenda L.; Lindo, Endia J.; Combes, Bertina H.; Hovey, Katrina A.

2015-01-01

Despite the almost universal adoption of Response to Intervention (RTI) in school districts across the United States, recent research report feelings of inadequacy on the part of general education (GE) teachers. In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning,…

Response to Intervention and the Impact on Eligibility for Special Education Services in Texas

ERIC Educational Resources Information Center

Darst, Cassandra

2014-01-01

The purpose of this study was to examine trends in special education referrals brought about by Response to Intervention (RTI) and to explore how those trends compared with the self-reported data of special education directors and evaluation staff. The significant points reflected in the literature to support this research include legislative…

Response to Intervention within Tier 3: A Model for Data Teams

ERIC Educational Resources Information Center

Sgouros, Ilana; Walsh, Karen

2012-01-01

There is increasing evidence that a significant number of children in America are not learning important basic reading skills. Response to intervention (RTI) for support in reading is appropriate, but what does a school district do about students who are in Tier 3 and not making progress? Teachers and psychologists at the Special School District…

The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K. Technical Report #1314

ERIC Educational Resources Information Center

Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald

2012-01-01

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 2. Technical Report #1316

ERIC Educational Resources Information Center

Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald

2012-01-01

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

Response to Intervention for Gifted Students: Implementation by Classroom Teachers in Colorado

ERIC Educational Resources Information Center

Nichols, Leslie

2012-01-01

The purpose of this study was to examine the level of implementation that preK-12 regular classroom teachers have achieved in using the educational innovation Response to Intervention (RTI) to deliver gifted education services in Colorado. The methodology used was a mixed methods approach utilizing the online Stages of Concern Questionnaire,…

Young Adults in the Workplace: A Multisite Initiative of Substance Use Prevention Programs. RTI Press Book

ERIC Educational Resources Information Center

Bray, Jeremy W., Ed.; Galvin, Deborah M., Ed.; Cluff, Laurie A., Ed.

2011-01-01

Although higher rates of substance use among young adults aged 16 to 24 are well-established (OAS, 2010), existing workplace substance use prevention and early intervention programs primarily target older workers. These data suggest that workplaces need substance abuse prevention and early intervention programs that are proven to be efficacious…

Applying a Response-to-Intervention Model to Literacy Instruction for Students Who Are Blind or Have Low Vision

ERIC Educational Resources Information Center

Kamei-Hannan, Cheryl; Holbrook, M. Cay; Ricci, Leila A.

2012-01-01

Introduction: Response to intervention (RTI) has become widely recognized and used in education. Propelling its significance is its systematic and schoolwide approach and emphasis on using a problem-solving approach to providing appropriate instruction for each child. Children with visual impairments (that is, blindness and low vision) are…

Response to Intervention: Considerations for School Leaders Concerning Specific Learning Disability Determination

ERIC Educational Resources Information Center

Robidas, Marian T.

2013-01-01

With the changes made to the Individuals with Disabilities Education Act of 2004 (Public Law 108-446), educational leadership is now able to use the Response to Intervention (RtI) process for Specific Learning Disability (SLD) determination rather than the long-standing discrepancy model (Individuals with Disabilities Education Act of 2004).…

We Need to "Catch Them before They Fall": Response to Intervention and Elementary Emergent Bilinguals

ERIC Educational Resources Information Center

López, Minda Morren; Mendoza, Marie Arnold

2013-01-01

The authors of this case study examine response to intervention (RTI) implementation with Emergent Bilinguals in a large urban district. As participants noted, it is not appropriate to assess, instruct, and intervene with students through a one-size-fits-all approach. Instead, multiple factors such as language background, program participation,…

Teacher Perceptions of Response to Intervention Implementation in Light of IDEA Goals

ERIC Educational Resources Information Center

Jenkins, J. Kevin; Sekayi, Dia

2016-01-01

Traditionally, school systems have identified students with specific learning disabilities (SLD) by a measured gap between achievement and ability in a specific area. Recent amendments to the IDEA allowed for the use of alternative methods of identifying students with a SLD. Some states have responded by using Response to Intervention (RTI). This…

Using Latent Class Analysis to Identify Academic and Behavioral Risk Status in Elementary Students

ERIC Educational Resources Information Center

King, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M.

2016-01-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support

ERIC Educational Resources Information Center

McIntosh, Kent; Goodman, Steve; Bohanon, Hank

2010-01-01

Increasingly, schools have been adopting comprehensive, three-tiered response to intervention (RTI) systems to support students in both academics and social behavior. But with each new systems change initiative comes separate teams, data, and training and coaching systems. Given the intensity of resources required to implement and sustain such…

The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

ERIC Educational Resources Information Center

Ayala, Sandra M.

2010-01-01

Ten first grade students, participating in a Tier II response to intervention (RTI) reading program received an intervention of video self modeling to improve decoding skills and sight word recognition. The students were video recorded blending and segmenting decodable words, and reading sight words taken directly from their curriculum…

Evaluation of a Two-Phase Implementation of a Tier-2 (Small Group) Reading Intervention for Young Low-Progress Readers

ERIC Educational Resources Information Center

Buckingham, Jennifer; Wheldall, Kevin; Beaman-Wheldall, Robyn

2014-01-01

In a response to intervention (RtI) model, reading is taught in increasingly intensive tiers of instruction. The aim of the study was to examine the efficacy of a Tier-2 (small group) literacy intervention for young struggling readers. This article focuses on the second phase of a randomised control trial involving 14 students in kindergarten as…

Effect of Cellular Mobile Phone Use and Cetrizine on Hand-Eye Coordination and Visual Acuity.

PubMed

Gawit, Kalpita Ganpat; Tiwari, Smita Anand; Kasabe, Gauri Hari; Deshpande, Pradeep Kisanrao; Ghongane, Balasaheb Baburao

2017-09-01

Cellular mobile phones are a major cause of distraction especially while driving. The aggressive and inappropriate use of cellular mobile phones has increased the risk of accidents. Similar alerts are available in literature for certain substances and drugs (e.g. second generation anti H1 drug -Cetirizine) which also derange psychomotor performance and parameters of alertness. This study measured variations in hand-eye coordination and visual acuity due to use of cellular mobile phone in comparison to that of commonly used antihistaminic drug viz., single dose Cetirizine 10 mg. It was a single blind, single dose, interventional study, 100 healthy human volunteers divided into two groups. Baseline readings of all volunteers were noted. Group-I (n=50) was Cetirizine group (10mg orally stat), Group -II (n=50) Cellular mobile phone user group. Alertness was tested on hand- steadiness tester (Reaction Time Index = RTI) and on Flicker-fusion apparatus (visual acuity - Critical Flicker Fusion Frequency per second= CFFF/sec). Baseline readings of all volunteers were noted before intervention. Baseline was compared with readings at three hour post-intervention and was analysed by paired t-test. Inter-group comparison of parameters was also done and was analysed by unpaired t-test. The baseline RTI (95.46±41.74, 85.11±39.05) and CFF low and high (40.07±9.970, 40.76±9.309 and 40.42±9.035, 40.48±9.863) respectively, in Cetirizine group and Mobile user group were comparable. The RTI increased significantly (116.4±51.46, 102.8±49.26) in both the groups after intervention. However, there is no significant change in CFF intensity from baseline in either group post-intervention. Concurrent use of mobile phone while performing tasks, showed significant impairment of hand-steadiness which was comparable to that produced by single dose Cetirizine 10 mg and this may be one of the factors contributing to their close association with road traffic accidents.

Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. NCEE 2011-4017

ERIC Educational Resources Information Center

Silvia, Suyapa; Blitstein, Jonathan; Williams, Jason; Ringwalt, Chris; Dusenbury, Linda; Hansen, William

2011-01-01

This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for…

Teacher Perceptions of Issues Related to Implementation of Response to Intervention in the Regular Education Classroom

ERIC Educational Resources Information Center

Bissell, Erica K.

2012-01-01

Although several school districts in a southern US state use a three-tiered Response to Intervention (RtI) model to supplemental core reading instruction and positively impact student achievement, the model appears to have had nominal impact. The theoretical foundation for this study is anchored in a constructivist approach to education. Three…

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance among At-Risk Learners

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2015-01-01

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…

Determining English Language Learners' Response to Intervention: Questions and Some Answers

ERIC Educational Resources Information Center

Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon

2007-01-01

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…

Response to Intervention: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat

2014-01-01

Response to Intervention (RTI) is a targeted programme that uses a tiered approach to identify the needs of low achieving pupils. The approach begins with whole class teaching (Tier 1), followed by small group tuition (Tier 2) for those who need more attention, and one to one tutoring (Tier 3) for those who do not respond to the small group…

Cedar Middle School's Response to Intervention Journey: A Systematic, Multi-Tier, Problem-Solving Approach to Program Implementation

ERIC Educational Resources Information Center

Dulaney, Shannon Kay

2010-01-01

The purpose of the present study was to record Cedar Middle School's (CMS) response to intervention implementation journey. It is a qualitative case study that examines one school's efforts to bring school improvements under the response to inventory (RtI) umbrella in order to achieve a more systematic approach to providing high-quality…

Response to Intervention vs. Severe Discrepancy Model: Identification of Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Armendariz, Gina; Jung, Adrian

2016-01-01

The purpose of this study was to investigate the perceptions of educators on the acceptance of either the Response to Intervention (RTI) model or the Severe Discrepancy (SD) model in the identification of students with a SLD. The study consisted of 160 general education (GE) teachers and 119 special education (SPED) teachers. The study used a…

Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support, 2nd Edition

ERIC Educational Resources Information Center

Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed.

2016-01-01

The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…

Examining the Changing Landscape of School Psychology Practice: A Survey of School-Based Practitioners regarding Response to Intervention

ERIC Educational Resources Information Center

Sullivan, Amanda L.; Long, Lori

2010-01-01

As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school…

Too Much, Too Soon? Unanswered Questions from National Response to Intervention Evaluation

ERIC Educational Resources Information Center

Gersten, Russell; Jayanthi, Madhavi; Dimino, Joseph

2017-01-01

The report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we…

Development of a Procedural Guide to Implement Response to Intervention (RtI) with High-Ability Learners

ERIC Educational Resources Information Center

Robertson, Stephanie; Pfeiffer, Steven

2016-01-01

In recent years, a focus on individual student needs has set the stage for tailoring educational interventions to address issues of students who are not working up to educational proficiency standards outlined in the No Child Left Behind (NCLB) legislation. This new pedagogical model may provide a unique opportunity to meet the needs of…

Response to Intervention and the Identification of Specific Learning Disabilities: Why We Need Comprehensive Evaluations as Part of the Process

ERIC Educational Resources Information Center

Ofiesh, Nicole

2006-01-01

The purpose of this article is to underscore why we need to maintain the presence of comprehensive evaluations in the identification of students with specific learning disabilities (SLDs). Response to intervention (RTI) models hold great hope for early instruction, and the reduction of the overrepresentation of students in special education who…

The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students

ERIC Educational Resources Information Center

Cornelius, Annette Sargent

2013-01-01

The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which…

What Is the Nature of the Principal's Leadership in Elementary Schools Where Response to Intervention Has Been Implemented?

ERIC Educational Resources Information Center

Roberts, Jennifer M.

2014-01-01

The revised Individuals with Disabilities Education Improvement Act (IDEA, 2004) has offered a change of practice regarding the identification of students with a learning disability. Under IDEA (2004) educators are encouraged to use Response to Intervention (RTI) as a method to determine eligibility for special education services. In an RTI…

Response to Intervention and Continuous School Improvement: Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System

ERIC Educational Resources Information Center

Bernhardt, Victoria L.; Hebert, Connie L.

2011-01-01

Ensure the success of your school and improve the learning of "all" students by implementing Response-to-Intervention (RTI) as part of a continuous school improvement (CSI) process. This book shows you how to get your entire staff working together to design, implement, and evaluate a schoolwide prevention system. With specific examples, CSI expert…

Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures

ERIC Educational Resources Information Center

Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bryant, Joan D.

2006-01-01

Response to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This study examined 2 questions concerning the use of 1st-grade data to predict future RD: (1) Does adding initial word identification fluency (WIF) and 5…

Use of the Response to Intervention Model for Remediation of Mild Articulation Errors by Speech-Language Pathologists in Indiana Public Schools

ERIC Educational Resources Information Center

Fritz-Ocock, Amy

2016-01-01

The role of the school speech-language pathologist (SLP) has recently evolved to reflect national trends of educational reform. In an era of accountability for all student learning, Response to Intervention (RTI) has become the predominant vehicle for providing preventative, intensified instruction to students at risk. School SLPs in Indiana have…

Reading Instruction in Tier 1: Bridging the Gaps by Nesting Evidence-Based Interventions within Differentiated Instruction

ERIC Educational Resources Information Center

Jones, Ruth E.; Yssel, Nina; Grant, Christina

2012-01-01

Response to Intervention (RtI) has brought about many changes in the way educational services are being provided to students who are at risk of school failure. Schools are seeking strategies that will be beneficial to more and more students, including those students whose instruction is primarily in the core, or Tier 1. Nesting proven,…

2-Isoxazol-3-Phenyltropane Derivatives of Cocaine: Molecular and Atypical System Effects at the Dopamine Transporter

PubMed Central

Hiranita, Takato; Wilkinson, Derek S.; Hong, Weimin C.; Zou, Mu-Fa; Kopajtic, Theresa A.; Soto, Paul L.; Lupica, Carl R.; Newman, Amy H.

2014-01-01

The present study examined RTI-371 [3β-(4-methylphenyl)-2β-[3-(4-chlorophenyl)-isoxazol-5-yl]tropane], a phenyltropane cocaine analog with effects distinct from cocaine, and assessed potential mechanisms for those effects by comparison with its constitutional isomer, RTI-336 [3β-(4-chlorophenyl)-2β-[3-(4-methylphenyl)-isoxazol-5-yl]tropane]. In mice, RTI-371 was less effective than cocaine and RTI-336 in stimulating locomotion, and incompletely substituted (∼60% maximum at 5 minutes or 1 hour after injection) in a cocaine (10 mg/kg i.p.)/saline discrimination procedure; RTI-336 completely substituted. In contrast to RTI-336, RTI-371 was not self-administered, and its pretreatment (1.0–10 mg/kg i.p.) dose-dependently decreased maximal cocaine self-administration more potently than food-maintained responding. RTI-336 pretreatment dose-dependently left-shifted the cocaine self-administration dose-effect curve. Both RTI-336 and RTI-371 displaced [3H]WIN35,428 [[3H](−)-3β-(4-fluorophenyl)-tropan-2β-carboxylic acid methyl ester tartrate] binding to striatal dopamine transporters (DATs) with Ki values of 10.8 and 7.81 nM, respectively, and had lower affinities at serotonin or norepinephrine transporters, or muscarinic and σ receptors. The relative low affinity at these sites suggests the DAT as the primary target of RTI-371 with minimal contributions from these other targets. In biochemical assays probing the outward-facing DAT conformation, both RTI-371 and RTI-336 had effects similar to cocaine, suggesting little contribution of DAT conformation to the unique pharmacology of RTI-371. The locomotor-stimulant effects of RTI-371 (3.0–30 mg/kg i.p.) were comparable in wild-type and knockout cannabinoid CB1 receptor (CB1R) mice, indicating that previously reported CB1 allosteric effects do not decrease cocaine-like effects of RTI-371. DAT occupancy in vivo was most rapid with cocaine and least with RTI-371. The slow apparent association rate may allow compensatory actions that in turn dampen cocaine-like stimulation, and give RTI-371 its unique pharmacologic profile. PMID:24518035

Computational and Biochemical Docking of the Irreversible Cocaine Analog RTI 82 Directly Demonstrates Ligand Positioning in the Dopamine Transporter Central Substrate-binding Site*

PubMed Central

Dahal, Rejwi Acharya; Pramod, Akula Bala; Sharma, Babita; Krout, Danielle; Foster, James D.; Cha, Joo Hwan; Cao, Jianjing; Newman, Amy Hauck; Lever, John R.; Vaughan, Roxanne A.; Henry, L. Keith

2014-01-01

The dopamine transporter (DAT) functions as a key regulator of dopaminergic neurotransmission via re-uptake of synaptic dopamine (DA). Cocaine binding to DAT blocks this activity and elevates extracellular DA, leading to psychomotor stimulation and addiction, but the mechanisms by which cocaine interacts with DAT and inhibits transport remain incompletely understood. Here, we addressed these questions using computational and biochemical methodologies to localize the binding and adduction sites of the photoactivatable irreversible cocaine analog 3β-(p-chlorophenyl)tropane-2β-carboxylic acid, 4′-azido-3′-iodophenylethyl ester ([125I]RTI 82). Comparative modeling and small molecule docking indicated that the tropane pharmacophore of RTI 82 was positioned in the central DA active site with an orientation that juxtaposed the aryliodoazide group for cross-linking to rat DAT Phe-319. This prediction was verified by focused methionine substitution of residues flanking this site followed by cyanogen bromide mapping of the [125I]RTI 82-labeled mutants and by the substituted cysteine accessibility method protection analyses. These findings provide positive functional evidence linking tropane pharmacophore interaction with the core substrate-binding site and support a competitive mechanism for transport inhibition. This synergistic application of computational and biochemical methodologies overcomes many uncertainties inherent in other approaches and furnishes a schematic framework for elucidating the ligand-protein interactions of other classes of DA transport inhibitors. PMID:25179220

Road traffic injury on rural roads in Tanzania: measuring the effectiveness of a road safety program.

PubMed

Zimmerman, Karen; Jinadasa, Deepani; Maegga, Bertha; Guerrero, Alejandro

2015-01-01

Road traffic injuries (RTIs) are a major public health burden, especially in low- and middle-income countries. There is limited data on RTIs in low-volume, rural African settings. This study attempted to survey all individuals living in households within 200 m of two low-volume rural roads in Tanzania and to collect data on RTIs. Local communities and users of the Bago to Talawanda road (intervention site) and Kikaro to Mihuga road (control site) were targeted and received an intensive program of road safety measures tailored using the crash characteristics of the baseline sample. Demographic data on all household members were collected, and those individuals who suffered an RTI in the previous 3 months had comprehensive information collected about the crash characteristics and the socioeconomic impact. The follow-up data collection occurred nine months after the baseline data were collected. The majority of crashes that caused an RTI involved a motorcycle (71%) and the majority of victims were male (82%) with an average age of 27. Injuries to the legs (55%) were most common and the average length of time away from normal activity was 27 (±33) days. RTI incidence at the intervention site increased during the course of the study (incidence before vs. incidence after) and was unchanged in the community control (incidence before vs. incidence after). The incidence of RTIs in the low-volume rural setting is unacceptably high and most commonly associated with motorcycles. The change in incidence is unreliable due to logistic restraints of the project and more research is needed to quantify the impact of various RTI prevention strategies in this setting. This study provides insight into road traffic injuries on low-volume rural roads, areas where very little research has been captured. Additionally, it provides a replicable study design for those interested in collecting similar data on low-volume rural roads.

Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

PubMed Central

Al Otaiba, Stephanie; Folsom, Jessica S.; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M

2010-01-01

Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students’ first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students’ end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students’ trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. PMID:21857718

76 FR 77812 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-14

... Practices for Elementary School Reading (School and Staff Practices). OMB Control Number: 1850--New. Agency.... Abstract: The Evaluation of Response to Intervention (RtI) Practices for Elementary School Reading will... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review AGENCY: Department of Education...

Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework

ERIC Educational Resources Information Center

Benedict, Amber E.; Park, Yujeong; Brownell, Mary T.; Lauterbach, Alexandra A.; Kiely, Mary Theresa

2013-01-01

The purpose of this article is to inform teachers about the dangers of misalignment between core (Tier 1) instruction and Tiers 2 and 3 supplementary instruction for struggling readers and students with learning disabilities. Misalignment between core and supplementary instruction is problematic for students at risk of academic failure because it…

A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model

ERIC Educational Resources Information Center

Hooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B.

2013-01-01

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n =…

Research on Collaborative Technology in Distributed Virtual Reality System

NASA Astrophysics Data System (ADS)

Lei, ZhenJiang; Huang, JiJie; Li, Zhao; Wang, Lei; Cui, JiSheng; Tang, Zhi

2018-01-01

Distributed virtual reality technology applied to the joint training simulation needs the CSCW (Computer Supported Cooperative Work) terminal multicast technology to display and the HLA (high-level architecture) technology to ensure the temporal and spatial consistency of the simulation, in order to achieve collaborative display and collaborative computing. In this paper, the CSCW’s terminal multicast technology has been used to modify and expand the implementation framework of HLA. During the simulation initialization period, this paper has used the HLA statement and object management service interface to establish and manage the CSCW network topology, and used the HLA data filtering mechanism for each federal member to establish the corresponding Mesh tree. During the simulation running period, this paper has added a new thread for the RTI and the CSCW real-time multicast interactive technology into the RTI, so that the RTI can also use the window message mechanism to notify the application update the display screen. Through many applications of submerged simulation training in substation under the operation of large power grid, it is shown that this paper has achieved satisfactory training effect on the collaborative technology used in distributed virtual reality simulation.

What Does the Law Say?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2011-01-01

In this article, the author provides legal explanations to the following concerns: (1) case law on specific learning disability (SLD) eligibility; (2) recent developments on response to intervention (RTI); (3) Individuals with Disabilities Education Act (IDEA) rules; and (4) the Free Appropriate Public Education (FAPE) regulation. The author's…

Dopamine transporter occupancy by RTI-55 determined using labeled cocaine, and displacement of RTI-55 with unlabeled cocaine

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gatley, S.J.; Volkow, N.D.; Fowler, J.S.

We have previously visualized dopamine transporters (DAT) in human and baboon striatum using PET and C-11 cocaine. Cocaine analogs such as 3{beta}-(4-iodophenyl) tropane-2{beta}-carboxylic acid methyl ester (RTI-55 or {beta}CIT) with a higher affinity for the DAT may be potentially useful in interfering with cocaine`s actions in brain. We evaluated the time course of the effects of RTI-55 on C-11 cocaine binding in baboon brain prior to and 90 minutes, 24 hours, 4-5 days and 11-13 days after RTI-55(0.3 mg/kg iv). RTI-55 significantly inhibited C-11 cocaine binding at 90 minutes and 24 hours after administration. The half life for the clearancemore » of RTI-55 from the DAT was estimated to be 2 to 3 days in the baboon brain. Parallel studies with H-3 cocaine and RTI-55 (0.5 mg/kg iv or 2 mg/kg ip) were performed in mice, where RTI-55 significantly inhibited 5 minute striatum-to-cerebellium ratios (S/C) at 60 and 180 minutes after administration, and recovery was obtained at 12 hours. However, unlabeled cocaine (20 mg/Kg, i/p) given 60 minutes after RTI-55 led to a greater recovery of H-3 cocaine uptake measured at 180 minutes (S/C = 1.23 {plus_minus} 0.07, n= 5), than in control animals given saline after RTI-55 (S/C = 9.5{plus_minus}0.08). Animals given saline instead of RTI-55 had S/C = 1.45{plus_minus}0.04. These results document long lasting inhibition of cocaine binding by RTI-55 and corroborate the assumption that the binding kinetics of RTI-55 in striatum observed in SPECT imaging studies with I-123 RTI-55 represents binding to DAT`s. However, a pharmacological dose of cocaine is able to displace a fraction of the previously bound RTI-55 from the DAT. These findings have implications for drug development strategies for cocaine abuse.« less

Health services for reproductive tract infections among female migrant workers in industrial zones in Ha Noi, Viet Nam: an in-depth assessment

PubMed Central

2012-01-01

Background Rural-to-urban migration involves a high proportion of females because job opportunities for female migrants have increased in urban industrial areas. Those who migrate may be healthier than those staying in the village and they may benefit from better health care services at destination, but the 'healthy' effect can be reversed at destination due to migration-related health risk factors. The study aimed to explore the need for health care services for reproductive tract infections (RTIs) among female migrants working in the Sai Dong industrial zone as well as their services utilization. Methods The cross sectional study employed a mixed method approach. A cohort of 300 female migrants was interviewed to collect quantitative data. Two focus groups and 20 in-depth interviews were conducted to collect qualitative data. We have used frequency and cross-tabulation techniques to analyze the quantitative data and the qualitative data was used to triangulate and to provide more in-depth information. Results The needs for health care services for RTI were high as 25% of participants had RTI syndromes. Only 21.6% of female migrants having RTI syndromes ever seek helps for health care services. Barriers preventing migrants to access services were traditional values, long working hours, lack of information, and high cost of services. Employers had limited interests in reproductive health of female migrants, and there was ineffective collaboration between the local health system and enterprises. These barriers were partly caused by lack of health promotion programs suitable for migrants. Most respondents needed more information on RTIs and preferred to receive these from their employers since they commonly work shifts - and spend most of their day time at work. Conclusion While RTIs are a common health problem among female migrant workers in industrial zones, female migrants had many obstacles in accessing RTI care services. The findings from this study will help to design intervention models for RTI among this vulnerable group such as communication for behavioural impact of RTI health care, fostered collaboration between local health care services and employer enterprises, and on-site service (e.g. local or enterprise health clinics) strengthening. PMID:22369718

Fostering Reading Excellence at Every Level of School through Reading Clinics

ERIC Educational Resources Information Center

Ortlieb, Evan; Grandstaff-Beckers, Gerlinde; Cheek, Earl H., Jr.

2012-01-01

With the increased emphasis on standardized testing from state and federal mandates, the need for reading remediation has intensified. Programs directed toward increasing student test scores have been put in place nationwide with mixed results. These initiatives include response to intervention (RTI), direct instruction, and individualized…

Seven Ways to Kill RTI

ERIC Educational Resources Information Center

Noll, Brandi

2013-01-01

The Response to Intervention initiative is in danger of failing and being thrown on the ash heaps of countless education reform initiatives, but not because it is poorly structured, rather on account of poor implementation. Among the implementation mistakes are seven that can be watched for and avoided. (Contains 3 tables.)

What Is Intensive Instruction and Why Is It Important?

ERIC Educational Resources Information Center

Fuchs, Douglas; Fuchs, Lynn S.; Vaughn, Sharon

2014-01-01

In this article, the authors present two models of intensive instruction for students with and without disabilities who are having difficulties with Response to Intervention (RTI) currently in practice (Tier 1: general instruction that all students receive in mainstream classrooms, and Tier 2: programs often involving small group instruction). The…

Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties

PubMed Central

Lonigan, Christopher J.; Phillips, Beth M.

2015-01-01

Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. PMID:26869730

Middle School Reading Assessment: Measuring What Matters under a RTI Framework

ERIC Educational Resources Information Center

O'reilly, Tenaha; Sabatini, John; Bruce, Kelly; Pillarisetti, Srinivasa; McCormick, Carina

2012-01-01

This article presents a prototype reading assessment designed to measure and support component and integrated reading skills. The work is motivated by the need to create a new generation of assessments that are better aligned with the research in cognitive science, reading and learning. An assessment that synthesizes advances in these areas may…

Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

Evaluating Curriculum-Based Measurement from a Behavioral Assessment Perspective

ERIC Educational Resources Information Center

Ardoin, Scott P.; Roof, Claire M.; Klubnick, Cynthia; Carfolite, Jessica

2008-01-01

Curriculum-based measurement Reading (CBM-R) is an assessment procedure used to evaluate students' relative performance compared to peers and to evaluate their growth in reading. Within the response to intervention (RtI) model, CBM-R data are plotted in time series fashion as a means modeling individual students' response to varying levels of…

Quality and Utility of the Multi-Tiered Instruction Self-Efficacy Scale

ERIC Educational Resources Information Center

Barnes, Susan K.; Burchard, Melinda S.

2011-01-01

Response to Intervention (RTI) is an educational approach that integrates ongoing assessment of individual student progress with targeted instruction. Administrators and teachers in P-12 schools expressed a need for colleagues in higher education to provide training to general education pre-service and in-service teachers in selecting appropriate…

Meta-Analysis and Inadequate Responders to Intervention: A Reply

ERIC Educational Resources Information Center

Swanson, H. Lee

2012-01-01

A meta-analysis by Tran, Sanchez, Arellano, and Swanson (2011) of the published RTI literature found that the magnitude of effect size (ES) between responders and low responders at posttest was significantly moderated by the pretest ES and the type of dependent measure administered, whereas no significant moderating effects were found in the mixed…

Response to an Expository Writing Strategy across Middle School RtI Tiers

ERIC Educational Resources Information Center

Burke, Lisa; Poll, Gerard; Fiene, Judy

2017-01-01

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…

Response to Intervention (RTI): Funding Questions and Answers. Information Brief

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2010

2010-01-01

The purpose of the Individuals with "Disabilities Education Act (IDEA) Part B" grants is to assist States, outlying areas, freely associated States, and the Secretary of the Interior to provide special education and related services to children with disabilities. States must ensure that all children with disabilities residing in the…

Relations among Brief Measures of Mathematics, Reading, and Processing Speed: A Construct Validity Study

ERIC Educational Resources Information Center

Maynard, Jennifer Leigh

2012-01-01

Emphasis on regular mathematics skill assessment, intervention, and progress monitoring under the RTI model has created a need for the development of assessment instruments that are psychometrically sound, reliable, universal, and brief. Important factors to consider when developing or selecting assessments for the school environment include what…

From Discrepancy Evaluation to Response to Intervention (RTI): Are We Ready in Higher Education?

ERIC Educational Resources Information Center

Wheeler, Starr L.

2012-01-01

At the postsecondary and secondary levels of education, students with learning disabilities are by law entitled to reasonable accommodation in support of their education. Secondary and postsecondary institutions as disability service providers are required to follow guidelines and direction to make this accommodation possible. Yet as these…

Peer Feedback: Who, What, When, Why, and How

ERIC Educational Resources Information Center

Wilkins, Elizabeth A.; Shin, Eui-Kyung

2011-01-01

The use of data-driven practices to improve classroom instruction and student learning is part of public education accountability today. Response to Intervention (RtI), Positive Behavioral Supports (PBIS), and the use of reading assessments (e.g., Dibels, running records) are examples of current initiatives that require teachers to collect and use…

Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

ERIC Educational Resources Information Center

Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha

2015-01-01

Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…

Implementing Response to Intervention: Practices and Perspectives from Five Schools--Frequently Asked Questions

ERIC Educational Resources Information Center

Tackett, Kathryn Klingler; Roberts, Greg; Baker, Scott; Scammacca, Nancy

2009-01-01

One question frequently arises in the work of the Regional Comprehensive Centers: "What are states, districts, and schools doing about RTI?" This document addresses that question, with particular focus on instruction and the implementation of effective practices. It uses a frequently asked questions (FAQs) format, with answers based on…

Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

Recognition & Response: Findings from the First Implementation Study

ERIC Educational Resources Information Center

FPG Child Development Institute, 2009

2009-01-01

Researchers at the FPG (Frank Porter Graham) Child Development Institute recently completed a study on a new approach to teaching pre-kindergartners called Recognition & Response (R&R). Designed specifically for use in pre-k, R&R is based on Response to Intervention (RTI), an approach that is gaining widespread acceptance in schools…

Special Education Is Funding Early Help

ERIC Educational Resources Information Center

Samuels, Christina A.

2008-01-01

Bit by bit, the U.S. Department of Education is trying to pull down the walls that have traditionally separated general and special education. One facet of the plan is the department's support of "response to intervention," or RTI, an educational technique that bolsters the skills of academically struggling students before they fall so…

Meeting the Needs of Struggling Readers: Using Reading Assessments in a Graduate-Level Reading Course

ERIC Educational Resources Information Center

Oslick, Mary Ellen; Lane, Hannah

2014-01-01

The purpose of this research is to share the reading assessments that graduate students selected for their clinical practice with struggling readers. After a careful look at assessments, their place in the recent shift to Response to Intervention (RTI), specifically regarding reading instruction and the preparation of reading…

Mental Health in Schools: Serving the Whole Child

ERIC Educational Resources Information Center

McGrath, Breeda

2010-01-01

The focus on RTI and evidence-based interventions in school psychology is heavily concentrated at the moment on academic skills and progress and less on mental health or social-emotional development. The emphasis is understandable given the demands of NCLB and the wisdom of tackling more measurable, manageable, academic skills first. School…

Utilizing the Convergence of Data for Expedited Evaluations: Guidelines for School Psychologists

ERIC Educational Resources Information Center

Clopton, Kerri L.; Etscheidt, Susan

2009-01-01

The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. Section 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child…

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

ERIC Educational Resources Information Center

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2013-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool…

A meta-analysis of the RTI literature for children at risk for reading disabilities.

PubMed

Tran, Loan; Sanchez, Tori; Arellano, Brenda; Lee Swanson, H

2011-01-01

This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest (M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest (M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions.

Pattern of Road Traffic Injuries in Rural Bangladesh: Burden Estimates and Risk Factors.

PubMed

Ul Baset, Md Kamran; Rahman, Aminur; Alonge, Olakunle; Agrawal, Priyanka; Wadhwaniya, Shirin; Rahman, Fazlur

2017-11-07

Globally, road traffic injury (RTI) causes 1.3 million deaths annually. Almost 90% of all RTI deaths occur in low- and middle-income countries. RTI is one of the leading causes of death in Bangladesh; the World Health Organization estimated that it kills over 21,000 people in the country annually. This study describes the current magnitude and risk factors of RTI for different age groups in rural Bangladesh. A household census was carried out in 51 unions of seven sub-districts situated in the north and central part of Bangladesh between June and November 2013, covering 1.2 million individuals. Trained data collectors collected information on fatal and nonfatal RTI events through face-to-face interviews using a set of structured pre-tested questionnaires. The recall periods for fatal and non-fatal RTI were one year and six months, respectively. The mortality and morbidity rates due to RTI were 6.8/100,000 population/year and 889/100,000 populations/six months, respectively. RTI mortality and morbidity rates were significantly higher among males compared to females. Deaths and morbidities due to RTI were highest among those in the 25-64 years age group. A higher proportion of morbidity occurred among vehicle passengers (34%) and pedestrians (18%), and more than one-third of the RTI mortality occurred among pedestrians. Twenty percent of all nonfatal RTIs were classified as severe injuries. RTI is a major public health issue in rural Bangladesh. Immediate attention is needed to reduce preventable deaths and morbidities in rural Bangladesh.

Controlling Rayleigh-Taylor Instabilities in Magnetically Driven Solid Metal Shells by Means of a Dynamic Screw Pinch

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schmit, P. F.; Velikovich, A. L.; McBride, R. D.

Magnetically driven implosions of solid metal shells are an effective vehicle to compress materials to extreme pressures and densities. Rayleigh-Taylor instabilities (RTI) are ubiquitous, yet typically undesired features in all such experiments where solid materials are rapidly accelerated to high velocities. In cylindrical shells (“liners”), the magnetic field driving the implosion can exacerbate the RTI. Here, we suggest an approach to implode solid metal liners enabling a remarkable reduction in the growth of magnetized RTI (MRTI) by employing a magnetic drive with a tilted, dynamic polarization, forming a dynamic screw pinch. Our calculations, based on a self-consistent analytic framework, demonstratemore » that the cumulative growth of the most deleterious MRTI modes may be reduced by as much as 1 to 2 orders of magnitude. One key application of this technique is to generate increasingly stable, higher-performance implosions of solid metal liners to achieve fusion [M. R. Gomez et al., Phys. Rev. Lett. 113, 155003 (2014)]. Finally, we weigh the potentially dramatic benefits of the solid liner dynamic screw pinch against the experimental tradeoffs required to achieve the desired drive field history and identify promising designs for future experimental and computational studies.« less

Controlling Rayleigh-Taylor Instabilities in Magnetically Driven Solid Metal Shells by Means of a Dynamic Screw Pinch

DOE PAGES

Schmit, P. F.; Velikovich, A. L.; McBride, R. D.; ...

2016-11-11

Magnetically driven implosions of solid metal shells are an effective vehicle to compress materials to extreme pressures and densities. Rayleigh-Taylor instabilities (RTI) are ubiquitous, yet typically undesired features in all such experiments where solid materials are rapidly accelerated to high velocities. In cylindrical shells (“liners”), the magnetic field driving the implosion can exacerbate the RTI. Here, we suggest an approach to implode solid metal liners enabling a remarkable reduction in the growth of magnetized RTI (MRTI) by employing a magnetic drive with a tilted, dynamic polarization, forming a dynamic screw pinch. Our calculations, based on a self-consistent analytic framework, demonstratemore » that the cumulative growth of the most deleterious MRTI modes may be reduced by as much as 1 to 2 orders of magnitude. One key application of this technique is to generate increasingly stable, higher-performance implosions of solid metal liners to achieve fusion [M. R. Gomez et al., Phys. Rev. Lett. 113, 155003 (2014)]. Finally, we weigh the potentially dramatic benefits of the solid liner dynamic screw pinch against the experimental tradeoffs required to achieve the desired drive field history and identify promising designs for future experimental and computational studies.« less

Understanding RTI in Mathematics: Proven Methods and Applications

ERIC Educational Resources Information Center

Gersten, Russell, Ed.; Newman-Gonchar, Rebecca, Ed.

2011-01-01

Edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math, this cutting-edge text blends the existing evidence base with practical guidelines for RTI implementation. Current and future RTI coordinators, curriculum developers, math specialists, and department heads will get…

Epidemiology of Road Traffic Injuries in Qassim Region, Saudi Arabia: Consistency of Police and Health Data

PubMed Central

Barrimah, Issam; Midhet, Farid; Sharaf, Fawzi

2012-01-01

Introduction In Saudi Arabia, road traffic accidents (RTA) are becoming a serious public health problem. Police reports are designed for legal purposes with very little information on the health consequences. Also, health system data include detailed health information, but not related or linked to the data obtained police reports. Examining the consistency of these sources is vital to build an accurate surveillance system that can track the risk factors and the health consequences, as well as establishing and evaluating prevention interventions. Objectives This study is intended to: ▪ Examine the consistency of health -registration data with the data gathered by the traffic police department. ▪ Elucidate the magnitude, risk factors and outcome of RTI in Qassim region of Saudi Arabia, ▪ Compare the pattern of accidents in Qassim with those at different regions of the Kingdom. Methodology Health care information was collected on visits of victims of road traffic accidents to emergency and outpatients’ departments of the major hospitals in Qassim region during the year 2010. The information included the patients’ demographics, and clinical characteristics. Traffic Police Department information was also collected on all accidents that occurred in the study region. A Questionnaire was also developed and pilot tested to collect data from a random sample of population attending hospital outpatient and Primary Health Care clinics. Data included previous involvement in road traffic accident, and information about any injury; fatality or disability due to these RTI. Results During the study period, road traffic death rate based on death registration data was almost twice as high as the rate reported by the police (P < 0.05). There was also a significant decline of 27% according to police-reported data during the study period, as opposed to a non-significant increase of 8% according to health registration data during the same period. Population Survey Information showed the overall age-sex-adjusted rate for non-fatal RTI was 20.7 (95% CI, 20.0 – 21.3)/100 persons/year. The rate for non-fatal RTI is higher in the 10–19 years age group (17.3%). Males had twice or more incidence rate for RTI requiring recovery period of ≤ 7 days as compared with females, however, RTI incidence for recovery period of >7 days is more than twice in females.. Also a total of 12 deaths due to RTI were reported in 5–49 years age group in the last 3 years, representing an estimated annual RTI mortality rate of 35.4/100,000 (95% CI 16.6 – 57.8). A total of 11 participants reported RTI related disability in the last 3 years representing an estimated annual RTI disability rate of 34.1/100,000 population (95% CI 11.4 – 55.7). Reports of the Traffic Police Department showed that 18623 accidents occurred throughout the year 2010. These accidents involved 23178 persons, and resulted in the injury of 2025 people and the deaths of 369. In contrast, the health system reports showed that 4232 people had been injured and 1054 had died. Comparison with local & Arab Rates showed that Qassim is among the highest 5 regions in the kingdom regarding the number of RTA Saudi Arabia is also having a very high level of road traffic accidents and fatalities compared to other Arab countries. Conclusion RTI are responsible for significant loss of life, disability and injury in Qassim population and in Saudi Arabia. The inconsistency between police-reported data and health system data strongly suggests that active efforts to audit and monitor data quality are clearly necessary. PMID:23267302

Systemic Change for RTI: Key Shifts for Practice

ERIC Educational Resources Information Center

Kozleski, Elizabeth B.; Huber, Jennifer J.

2010-01-01

RTI has the potential to meet the challenges of increasing diversity in student populations and the need for increasingly complex systems of instructional design. Three fundamental shifts in understanding systems and systems change must ground RTI policy and implementation work. First, RTI must be seen as an activity system nested within a larger…

Stabilization of the Rayleigh-Taylor instability in quantum magnetized plasmas

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, L. F.; Ye, W. H.; He, X. T.

2012-07-15

In this research, stabilization of the Rayleigh-Taylor instability (RTI) due to density gradients, magnetic fields, and quantum effects, in an ideal incompressible plasma, is studied analytically and numerically. A second-order ordinary differential equation (ODE) for the RTI including quantum corrections, with a continuous density profile, in a uniform external magnetic field, is obtained. Analytic expressions of the linear growth rate of the RTI, considering modifications of density gradients, magnetic fields, and quantum effects, are presented. Numerical approaches are performed to solve the second-order ODE. The analytical model proposed here agrees with the numerical calculation. It is found that the densitymore » gradients, the magnetic fields, and the quantum effects, respectively, have a stabilizing effect on the RTI (reduce the linear growth of the RTI). The RTI can be completely quenched by the magnetic field stabilization and/or the quantum effect stabilization in proper circumstances leading to a cutoff wavelength. The quantum effect stabilization plays a central role in systems with large Atwood number and small normalized density gradient scale length. The presence of external transverse magnetic fields beside the quantum effects will bring about more stability on the RTI. The stabilization of the linear growth of the RTI, for parameters closely related to inertial confinement fusion and white dwarfs, is discussed. Results could potentially be valuable for the RTI treatment to analyze the mixing in supernovas and other RTI-driven objects.« less

Ethnic, socioeconomic and geographical inequalities in road traffic injury rates in the Auckland region.

PubMed

Hosking, Jamie; Ameratunga, Shanthi; Exeter, Daniel; Stewart, Joanna; Bell, Andrew

2013-04-01

To describe ethnic, socioeconomic and geographical differences in road traffic injury (RTI) within Auckland, New Zealand's largest city. We analysed rates of RTI deaths and non-fatal hospital admissions using the New Zealand Mortality Collection and the National Minimum Data Set 2000-08. Poisson regression examined the association of age, gender, prioritised ethnicity and small area deprivation (New Zealand Index of Deprivation) with RTI rates, and RTI rates were mapped for 21 local board areas within the Auckland region. While RTI rates increased with levels of deprivation in all age groups, the gradient was steepest among children (9% increase/decile) and adults aged 25-64 years (11% increase/decile). In all age groups, RTI risk was highest among Māori. Pacific children had an elevated risk of RTI compared with the NZ European/Other group, but Pacific youth (15-24 years) and adults (25-64 years) had a lower risk. While RTI rates were generally higher for those living in rural local board areas, all but one local board in the southern Auckland urban area had among the highest rates. There are substantial ethnic, socioeconomic and geographic inequalities in RTI risk in the Auckland region, with high rates among Māori (all ages), Pacific children, people living in socioeconomically deprived neighbourhoods, the urban south and rural regions. To meet the vision of regional plans, road safety efforts must prioritise vulnerable communities at greatest risk of RTI, and implement and monitor the effectiveness of strategies that specifically include a focus on reducing inequalities in RTI rates. © 2013 The Authors. ANZJPH © 2013 Public Health Association of Australia.

WWC Review of the Report "A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The study examined the effects of "Process Assessment of the Learner" ("PAL"), a writing expression curriculum. The program was tested with second-grade students in a suburban-rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum…

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

ERIC Educational Resources Information Center

Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bouton, Bobette; Caffrey, Erin

2011-01-01

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as…

Effective Schoolwide Screening to Identify Students at Risk for Social and Behavioral Problems

ERIC Educational Resources Information Center

Walker, Bridget A.

2010-01-01

Many schools are developing a continuum of services and supports for students who may be struggling in school, whether through a response to intervention (RTI) model or a schoolwide positive behavior supports (SWPBS) model. Study results suggest that schools will not be effective if they focus solely on identifying and responding to student…

The Legal Meaning of Specific Learning Disability for IDEA Eligibility: The Latest Case Law

ERIC Educational Resources Information Center

Zirkel, Perry A.

2013-01-01

Specific learning disability (SLD), although moderately declining in recent years, continues to be the largest of the eligibility classifications under the Individuals with Disabilities Education Act (IDEA; NCES, 2012). The recognition of response to intervention (RTI) in the 2004 amendments of the IDEA as an approach for identifying students with…

Differentiated Instruction: A Survey Study of Teacher Understanding and Implementation in a Southeast Massachusetts School District

ERIC Educational Resources Information Center

Whipple, Kerri Ann

2012-01-01

Given the implementation of the federal initiative Response to Intervention (RtI) many districts are exploring teaching philosophies and strategies to help close the achievement gap. Differentiated instruction is a teaching philosophy that has been known to help teachers assist students in reaching their highest academic potential. The purpose of…

Role of Professional Development and Multi-Level Coaching in Promoting Evidence-Based Practice in Education

ERIC Educational Resources Information Center

Wood, Charles L.; Goodnight, Crystalyn I.; Bethune, Keri S.; Preston, Angela I.; Cleaver, Samantha L.

2016-01-01

Professional development through in-service training may not be of sufficient duration, intensity, and specificity to improve teachers' instructional skills. Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior…

Challenges of Serving Students with Emotional and Behavioral Disorders: Legal and Policy Considerations

ERIC Educational Resources Information Center

Smith, Carl R.; Katsiyannis, Antonis; Ryan, Joseph B.

2011-01-01

Significant issues still confront the field of emotional or behavioral disorders (E/BD) in providing a free, appropriate, public educational (FAPE) program for these students. This paper reviews recent case law for several critical areas of concern to the field today, including: (a) response to intervention (RTI) and child find procedures, (b)…

Relationship between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

ERIC Educational Resources Information Center

March, Amanda L.; Castillo, Jose M.; Batsche, George M.; Kincaid, Donald

2016-01-01

The literature on RTI has indicated that professional development and coaching are critical to facilitating problem-solving implementation with fidelity. This study examined the extent to which systems coaching related to the fidelity of problem-solving implementation in 31 schools from six districts. Schools participated in three years of a…

Assessment Tools to Differentiate between Language Differences and Disorders in English Language Learners

ERIC Educational Resources Information Center

Shenoy, Sunaina

2014-01-01

English language learners (ELLs) who are in the process of acquiring English as a second language for academic purposes, are often misidentified as having Language Learning Disabilities (LLDs). Policies regarding the assessment of ELLs have undergone many changes through the years, such as the introduction of a Response to Intervention (RTI)…

Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction

ERIC Educational Resources Information Center

Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.

2015-01-01

Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI…

Female reproductive tract infections: understandings and care seeking behaviour among women of reproductive age in Lagos, Nigeria

PubMed Central

2010-01-01

Background Reproductive tract infections (RTI's) are endemic in developing countries and entail a heavy toll on women. If untreated, RTI's can lead to adverse health outcomes such as infertility, ectopic pregnancy and increased vulnerability to transmission of the human immunodeficiency virus. It is also associated with adverse pregnancy outcomes. While RTI's and its sequelae abound in Nigeria, there is paucity of publications on the subject in the country. This study assessed the understandings and care seeking behavior with regards to RTI's among women of reproductive age in Lagos, Nigeria with the aim of improving awareness on the subject. Methods A descriptive cross sectional survey of women attending the gynaecological outpatient and family planning clinics of the Lagos State University Teaching Hospital was carried out between 1st June 2008 and 31st August 2008 using a pre-tested questionnaire. Data was analysed using the Epi-Info 3.5 statistical software of the Centre for Disease Control and Prevention, Atlanta U.S.A. Results Most of the respondents (77.2%) had heard of RTI's. Toilet was the most perceived mode of contracting RTI's (44.6%), followed by sexual intercourse and poor hygiene. Vaginal discharge was the commonest symptom of RTI's named while inability to get pregnant was the commonest named complication. Majority of the respondent's demonstrated poor overall knowledge of symptoms and complications of RTI"s. 37.4% of the respondents had experienced symptoms of RTI's in the preceding six months. Vaginal discharge was the commonest symptom reported (21.8%) and the majority of those who reported symptoms sought medical treatment. Government health centres were the most visited health facilities for treatment. Conclusion Even though most of the respondents have heard of RTI's and sought treatment when symptomatic, they demonstrated poor overall understanding of the subject. There is need to educate women on preventive strategies, as RTI's are often assymptomatic. PMID:20331888

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention.

PubMed

Crespo, Patricia; Jiménez, Juan E; Rodríguez, Cristina; Baker, Doris; Park, Yonghan

2018-03-09

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Effectiveness of two types of intervention on antibiotic prescribing in respiratory tract infections in Primary Care in Spain. Happy Audit Study.

PubMed

Llor, Carles; Cots, Josep Maria; Hernández, Silvia; Ortega, Jesús; Arranz, Javier; Monedero, María José; Alcántara, Juan de Dios; Pérez, Carolina; García, Guillermo; Gómez, Manuel; Guerra, Gloria; Cid, Marina; Cigüenza, María Luisa; Pineda, Vicenta; Paredes, José; Burgazzoli, Juan Luis; Munck, Anders; Cordoba-Currea, Gloria; Bjerrum, Lars

2014-11-01

To evaluate the effectiveness of two types of intervention in reducing antibiotic prescribing in respiratory tract infections (RTI). Before-after audit-based study. Primary Care centres in Spain. General practitioners (GPs) registered all patients with RTIs for 15 days in winter 2008 (pre-intervention), and again in winter 2009 (post-intervention). Intervention activities included meetings, with the presentation and discussion of the results, and several training meetings on RTI guidelines, information brochures for patients, workshops on point-of-care tests - rapid antigen detection tests and C-reactive protein rapid test - and provision of these tests in the clinic. All GPs, with the exception of those in Catalonia, made up the full intervention group (FIG); conversely, Catalan doctors underwent the same intervention, except for the workshop on rapid tests (partial intervention group, PIG). Multilevel logistic regression was performed taking the prescription of antibiotics as the dependent variable. Out of a total of 309 GPs involved in the first register, 281 completed the intervention and the second register (90.9%), of which 210 were assigned to the FIG, and 71 to the PIG. The odds ratio of antibiotic prescribing after the intervention was 0.99 (95% CI: 0.89-1.10) among GPs assigned to PIG, and 0.50 (95% CI: 0.44-0.57, p<0.001) among those who were allocated to FIG. The reduction in antibiotic prescribing in FIG was more marked in flu infection, common cold, acute pharyngitis, acute tonsillitis, and acute bronchitis. Active participation of GPs with the performance of point-of-care tests in the clinic is accompanied by a drastic reduction of antibiotic use in RTIs, primarily in infections considered as mainly viral. Copyright © 2013 Elsevier España, S.L.U. All rights reserved.

Internal wave mode resonant triads in an arbitrarly stratified finite-depth ocean with background rotation

NASA Astrophysics Data System (ADS)

Varma, Dheeraj; Mathur, Manikandan

2017-11-01

Internal tides generated by barotropic tides on bottom topography or the spatially compact near-inertial mixed layer currents excited by surface winds can be conveniently represented in the linear regime as a superposition of vertical modes at a given frequency in an arbitrarily stratified ocean of finite depth. Considering modes (m , n) at a frequency ω in the primary wave field, we derive the weakly nonlinear solution, which contains a secondary wave at 2 ω that diverges when it forms a resonant triad with the primary waves. In nonuniform stratifications, resonant triads are shown to occur when the horizontal component of the classical RTI criterion k->1 +k->2 +k->3 = 0 is satisfied along with a non-orthogonality criterion. In nonuniform stratifications with a pycnocline, infinitely more pairs of primary wave modes (m , n) result in RTI when compared to a uniform stratification. Further, two nearby high modes at around the near-inertial frequency often form a resonant triad with a low mode at 2 ω , reminiscent of the features of PSI near the critical latitude. The theoretical framework is then adapted to investigate RTI in two different scenarios: low-mode internal tide scattering over topography, and internal wave beams incident on a pycnocline. The authors thank the Ministry of Earth Sciences, Government of India for financial support under the Monsoon Mission Grant MM/2014/IND-002.

The influence of social support and perceived stress on response time inconsistency.

PubMed

Phibbs, Sandi; Stawski, Robert S; MacDonald, Stuart W S; Munoz, Elizabeth; Smyth, Joshua M; Sliwinski, Martin J

2017-11-24

Lack of social support and high levels of stress represent potentially modifiable risk factors for cognitive aging. In this study we examined the relationships between these two risk factors and response time inconsistency (RTI), or trial-to-trial variability in choice response time tasks. RTI is an early indicator of declining cognitive health, and examining the influence of modifiable psychosocial risk factors on RTI is important for understanding and promoting cognitive health during adulthood and old age. Using data from a community sample study (n = 317; M age = 49, range = 19-83), we examined the effects of social support, including size of network and satisfaction with support, global perceived stress, and their interactions on RTI. Neither size of network nor satisfaction with support was associated with RTI independent of perceived stress. Stress was positively associated with increased RTI on all tasks, independent of social support. Perceived stress did not interact with either dimension of social support to predict RTI, and perceived stress effects were invariant across age and sex. Perceived stress, but not social support, may be a unique and modifiable risk factor for normal and pathological cognitive aging. Discussion focuses on the importance of perceived stress and its impact on RTI in supporting cognitive health in adulthood and old age.

Evaluation of the Rotational Throttle Interface for Converting Aircraft Utilizing the NASA Ames Vertical Motion Simulator

NASA Technical Reports Server (NTRS)

Rozovski, David; Theodore, Colin R.

2011-01-01

An experiment was conducted to compare a conventional helicopter Thrust Control Lever (TCL) to the Rotational Throttle Interface (RTI) for tiltrotor aircraft. The RTI is designed to adjust its orientation to match the angle of the tiltrotor s nacelles. The underlying principle behind the design is to increase pilot awareness of the vehicle s configuration state (i.e. nacelle angle). Four test pilots flew multiple runs on seven different experimental courses. Three predominant effects were discovered in the testing of the RTI: 1. Unintentional binding along the control axis resulted in difficulties with precision power setting, 2. Confusion in which way to move the throttle grip was present during RTI transition modes, and 3. Pilots were not able to distinguish small angle differences during RTI transition. In this experiment the pilots were able to successfully perform all of the required tasks with both inceptors although the handling qualities ratings were slightly worse for the RTI partly due to unforeseen deficiencies in the design. Pilots did however report improved understanding of nacelle movement during transitions with the RTI.

A Three-Tier Model of Integrated Behavior and Learning Supports: Linking System-Wide Implementation to Student Outcomes

ERIC Educational Resources Information Center

Harms, Anna Leigh Shon

2010-01-01

This study explored elementary schools' implementation of an integrated three-tier model of reading and behavior supports as they participated with a statewide Response to Intervention (RtI) project. The purpose of the study was to examine the process of implementing an integrated three-tier model and to explore the relation between implementation…

Playing Hopscotch in Inclusive Education Reform: Examining Promises and Limitations of Policy and Practice in the US

ERIC Educational Resources Information Center

Waitoller, Federico R.; Thorius, Kathleen King

2015-01-01

In this article, we provide commentary on the "state of play" of inclusive education in the United States. We focus on the promises and limitations of inter-related accountability- and market-driven policies and Response to Intervention (RTI) (Vaughn and Fuchs, 2003). We argue that these policies and practice have "hopscotched"…

Effectiveness of Professional Learning Communities for Related Services Personnel: Nebraska School Psychologist Perceptions on Utilizing Learning Communities

ERIC Educational Resources Information Center

O'Grady, Ryan

2013-01-01

Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School…

A Study of West Virginia Elementary Special Education Teachers' Roles, Responsibilities, and Practices within a Multi-Tiered Instructional System: Implications for Policy and Practice

ERIC Educational Resources Information Center

Palenchar, Linda M.

2012-01-01

The purpose of the study was to provide a data-based description of West Virginia special education teachers' roles, responsibilities, and practices relevant to their participation in selected components of the Response to Intervention (RTI) process. Special educators' practices related to assessment, tiered instruction, decision making, and…

Lift-Off for Early Literacy: Directed Reading Opportunities for Struggling Students

ERIC Educational Resources Information Center

Iannone-Campbell, Charlene; Lattimore, Susan Lloyd

2011-01-01

As early as preschool, children who struggle with emergent literacy skills can benefit from effective response to intervention. Don't wait until later grades when they've already fallen behind--improve their literacy skills now with this evidence-based Tier 2 RTI curriculum, ready for any pre-K educator to pick up and use right away. Created by…

Impact of the 2011 Libyan conflict on road traffic injuries in Benghazi, Libya.

PubMed

Bodalal, Zuhir; Bendardaf, Riyad; Ambarek, Mohammed; Nagelkerke, Nico

2015-01-01

Road traffic injuries (RTIs) are a major public health concern in Libya. In the light of the armed conflict in Libya that broke out on February 2011 and the subsequent instability, the rate and pattern of RTIs was studied. RTI patient data were gathered from Al-Jalaa hospital, the main trauma center in Benghazi, from 2010 to 2011. Various parameters [i.e. age, gender, nationality, method of entry, receiving department, intensive care unit (ICU) admission, duration of stay, method of discharge, and fatalities] were compared with data from the previous year (2010), and statistical analyses were performed (t-test, chi-square, and Poisson regression). During the conflict period, 15.8% (n=2,221) of hospital admissions were RTIs, that is, a rate of 6.08 RTI cases per day, levels not seen for 5 years (t=-5.719, p<0.001). The presence of armed conflict was found to have caused a significant 28% decrease in the trend of RTIs over the previous 10 years (B=-0.327, CI=-0.38--0.28, p<0.001). February and March, the peak period of active combat in Benghazi, witnessed the lowest number of RTIs during the conflict period. The average age of an RTI decreased to 28.35±16.3 years (t=-7.257, p<0.001) with significantly more males (84.1%, n=1,755) being affected (χ(2)=4.595, p=0.032, df=1). There was an increase in the proportion of younger aged patients (from 0 to 29 years) (χ(2)=29.874, p<0.001, df=8). More patients required admission to the ICU (χ(2)=36.808, p<0.001, df=8), and the mortality of an RTI increased to 5.2% (n=116) (χ(2)=48.882, p<0.001, df=6). There were fewer RTIs during the conflict period; however, those that occurred had higher morbidity and mortality. The profile of an RTI victims also changed to an increased prominence of young males and motorcyclists. Further research is required to propose and analyze possible interventions.

Impact of the 2011 Libyan conflict on road traffic injuries in Benghazi, Libya

PubMed Central

Bodalal, Zuhir; Bendardaf, Riyad; Ambarek, Mohammed; Nagelkerke, Nico

2015-01-01

Background Road traffic injuries (RTIs) are a major public health concern in Libya. In the light of the armed conflict in Libya that broke out on February 2011 and the subsequent instability, the rate and pattern of RTIs was studied. Methods RTI patient data were gathered from Al-Jalaa hospital, the main trauma center in Benghazi, from 2010 to 2011. Various parameters [i.e. age, gender, nationality, method of entry, receiving department, intensive care unit (ICU) admission, duration of stay, method of discharge, and fatalities] were compared with data from the previous year (2010), and statistical analyses were performed (t-test, chi-square, and Poisson regression). Results During the conflict period, 15.8% (n=2,221) of hospital admissions were RTIs, that is, a rate of 6.08 RTI cases per day, levels not seen for 5 years (t=−5.719, p<0.001). The presence of armed conflict was found to have caused a significant 28% decrease in the trend of RTIs over the previous 10 years (B=−0.327, CI=−0.38–−0.28, p<0.001). February and March, the peak period of active combat in Benghazi, witnessed the lowest number of RTIs during the conflict period. The average age of an RTI decreased to 28.35±16.3 years (t=−7.257, p<0.001) with significantly more males (84.1%, n=1,755) being affected (χ2=4.595, p=0.032, df=1). There was an increase in the proportion of younger aged patients (from 0 to 29 years) (χ2=29.874, p<0.001, df=8). More patients required admission to the ICU (χ2=36.808, p<0.001, df=8), and the mortality of an RTI increased to 5.2% (n=116) (χ2=48.882, p<0.001, df=6). Conclusion There were fewer RTIs during the conflict period; however, those that occurred had higher morbidity and mortality. The profile of an RTI victims also changed to an increased prominence of young males and motorcyclists. Further research is required to propose and analyze possible interventions. PMID:25673038

Reinforcing and discriminative stimulus effects of RTI 111, a 3-phenyltropane analog, in rhesus monkeys: interaction with methamphetamine.

PubMed

Ranaldi, R; Anderson, K G; Carroll, F I; Woolverton, W L

2000-12-01

The neuronal actions of methamphetamine (MA) include an increase in extracellular levels of monoamines, presumably via reverse transport involving the monoamine transporters. This action is thought to play an important role in the effects of MA. Therefore, in the present experiment, it was hypothesized that a monoamine uptake blocker would block behavioral effects of MA related to its abuse. RTI 111, a newly synthesized 3-phenyltropane analog with high affinity for the dopamine, norepinephrine, and serotonin transporters, was evaluated alone and in combination with MA for its ability to block the reinforcing and discriminative stimulus effects of MA in rhesus monkeys. RTI 111 (0.0003-0.03 mg/kg, i.v.) was made available to four rhesus monkeys for self-administration under a fixed-ratio 25 (FR 25) schedule of reinforcement. RTI 111 (0.01-0.1 mg/kg, i.m.) was also administered as a pretreatment (15 min prior) to four monkeys self-administering MA (0.0-0.3 mg/kg per injection, i.v.) on a progressive-ratio schedule of reinforcement. MA (0.01-1.0 mg/kg, i.m.), RTI 111 (0.001-0.1 mg/kg, i.m.), or the combination of MA and RTI 111 were administered to four monkeys trained to discriminate (+)-amphetamine (AMPH; 1.0 or 1.7 mg/kg, intragastric) from saline. When RTI 111 was made available for self-administration under an FR 25 schedule it functioned as a positive reinforcer in all four monkeys tested. When RTI 111 was given as a pretreatment to monkeys self-administering MA under a progressive-ratio schedule, the MA dose-response function shifted to the left and down. When RTI 111 or MA were given to monkeys trained to discriminate AMPH from saline, full AMPH-like responding was observed for both drugs. Given in combination, RTI 111 shifted the MA dose-response function to the left. These data suggest that RTI 111 is behaviorally similar to traditional psychomotor stimulants that act at the DA transporter and that it increases, rather than blocks, the behavioral potency of MA.

Road use pattern and risk factors for non-fatal road traffic injuries among children in urban India

PubMed Central

Dandona, Rakhi; Anil Kumar, G.; Ameratunga, Shanthi; Dandona, Lalit

2011-01-01

Objective We assessed the road use pattern and incidence and risk factors of non-fatal road traffic injuries (RTI) among children aged 5–14 years in Hyderabad, India. Methods In a cross-sectional population-based survey, data were collected on 2809 participants aged 5–14 years (98.4% participation) selected using multi-stage cluster sampling. Participants recalled non-fatal RTI during the previous 3 and 12 months. RTI was defined as an injury resulting from a road traffic crash irrespective of severity and outcome. Results Boys (11.5) had a higher mean number of road trips per day than girls (9.6), and the latter were more likely to walk and less likely to use a cycle (p < 0.001). With increasing household income quartile, the proportion of trips using cycles or motorised two-wheeled vehicles increased while trips as pedestrians decreased (p < 0.001). Based on the 3-month recall period, the age-sex-adjusted annual rate of RTI requiring recovery period of >7 days was 5.8% (95% CI 4.9–6.6). Boys and girls had similar RTI rates as pedestrians but boys had a three times higher rate as cyclists. Considering the most recent RTI in the last 12 months, children of the highest household income quartile were significantly less likely to sustain pedestrian RTI (0.26, 95% CI 0.08–0.86). The odds of overall RTI were significantly higher for those who rode a cycle (2.45, 95% CI 1.75–3.42) and who currently drove a motorised two-wheeled vehicle (2.83, 95% CI 1.60–5.00). Conclusion These findings can assist in planning appropriate road safety initiatives to reduce cycle and pedestrian RTI among children to reduce RTI burden in India. PMID:21584975

Cognitively-Impaired-Not-Demented Status Moderates the Time-Varying Association between Finger Tapping Inconsistency and Executive Performance.

PubMed

Halliday, Drew W R; Stawski, Robert S; MacDonald, Stuart W S

2017-02-01

Response time inconsistency (RTI) in cognitive performance predicts deleterious health outcomes in late-life; however, RTI estimates are often confounded by additional influences (e.g., individual differences in learning). Finger tapping is a basic sensorimotor measure largely independent of higher-order cognition that may circumvent such confounds of RTI estimates. We examined the within-person coupling of finger-tapping mean and RTI on working memory, and the moderation of these associations by cognitive status. A total of 262 older adults were recruited and classified as controls, cognitively-impaired-not-demented (CIND) unstable or CIND stable. Participants completed finger-tapping and working-memory tasks during multiple weekly assessments, repeated annually for 4 years. Within-person coupling estimates from multilevel models indicated that on occasions when RTI was greater, working-memory response latency was slower for the CIND-stable, but not for the CIND-unstable or control individuals. The finger-tapping task shows potential for minimizing confounds on RTI estimates, and for yielding RTI estimates sensitive to central nervous system function and cognitive status. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

NASA Technology Applications Team: Commercial applications of aerospace technology

NASA Technical Reports Server (NTRS)

1994-01-01

The Research Triangle Institute (RTI) Team has maintained its focus on helping NASA establish partnerships with U.S. industry for dual use development and technology commercialization. Our emphasis has been on outcomes, such as licenses, industry partnerships and commercialization of technologies, that are important to NASA in its mission of contributing to the improved competitive position of U.S. industry. The RTI Team has been successful in the development of NASA/industry partnerships and commercialization of NASA technologies. RTI ongoing commitment to quality and customer responsiveness has driven our staff to continuously improve our technology transfer methodologies to meet NASA's requirements. For example, RTI has emphasized the following areas: (1) Methodology For Technology Assessment and Marketing: RTI has developed and implemented effective processes for assessing the commercial potential of NASA technologies. These processes resulted from an RTI study of best practices, hands-on experience, and extensive interaction with the NASA Field Centers to adapt to their specific needs. (2) Effective Marketing Strategies: RTI surveyed industry technology managers to determine effective marketing tools and strategies. The Technology Opportunity Announcement format and content were developed as a result of this industry input. For technologies with a dynamic visual impact, RTI has developed a stand-alone demonstration diskette that was successful in developing industry interest in licensing the technology. And (3) Responsiveness to NASA Requirements: RTI listened to our customer (NASA) and designed our processes to conform with the internal procedures and resources at each NASA Field Center and the direction provided by NASA's Agenda for Change. This report covers the activities of the Research Triangle Institute Technology Applications Team for the period 1 October 1993 through 31 December 1994.

NASA Technology Applications Team: Commercial applications of aerospace technology

NASA Technical Reports Server (NTRS)

1994-01-01

The Research Triangle Institute (RTI) is pleased to report the results of NASA contract NASW-4367, 'Operation of a Technology Applications Team'. Through a period of significant change within NASA, the RTI Team has maintained its focus on helping NASA establish partnerships with U.S. industry for dual use development and technology commercialization. Our emphasis has been on outcomes, such as licenses, industry partnerships and commercialization of technologies that are important to NASA in its mission of contributing to the improved competitive position of U.S. industry. RTI's ongoing commitment to quality and customer responsiveness has driven our staff to continuously improve our technology transfer methodologies to meet NASA's requirements. For example, RTI has emphasized the following areas: (1) Methodology For Technology Assessment and Marketing: RTI has developed an implemented effective processes for assessing the commercial potential of NASA technologies. These processes resulted from an RTI study of best practices, hands-on experience, and extensive interaction with the NASA Field Centers to adapt to their specific needs; (2) Effective Marketing Strategies: RTI surveyed industry technology managers to determine effective marketing tools and strategies. The Technology Opportunity Announcement format and content were developed as a result of this industry input. For technologies with a dynamic visual impact, RTI has developed a stand-alone demonstration diskette that was successful in developing industry interest in licensing the technology; and (3) Responsiveness to NASA Requirements: RTI listened to our customer (NASA) and designed our processes to conform with the internal procedures and resources at each NASA Field Center and the direction provided by NASA's Agenda for Change. This report covers the activities of the Research Triangle Institute Technology Applications Team for the period 1 October 1993 through 31 December 1994.

The Effects of the Compasslearning Odyssey Spiral-Up Program on Discovery Education Scores of Sixth-Grade Gifted and High-Performing Language Arts Students

ERIC Educational Resources Information Center

Kelsey, Carmen Freeman

2012-01-01

The purpose of this study was to examine the relationship between the implementation of the Response to Intervention (RTI) model CompassLearning Odyssey and the performance of middle school language arts students on the Discovery Education Test B and Tennessee Comprehensive Assessment Program (TCAP) along with examining teacher perceptions of high…

[Investigation on reproductive tract infection among floating married women of childbearing age in Fengtai district in Beijing].

PubMed

Zhang, Li-jie; Geng, Yu-tian; An, Hui-yan; Gao, Shu-yun; Zhang, Ling; Cen, Yang; Zeng, Guang

2003-08-01

In order to develop plans for effective intervention measures, prevalence and health-seeking behavior related to reproductive tract infection among floating married women of childbearing age in Fengtai district in Beijing were studied. Cross-sectional study was carried out. Two thousand and sixty-nine eligible women were randomly selected from strata based on their home provinces. From June to July 2001, the subjects were given face-to-face interview at the Fengtai family planning clinic in Beijing using standard questionnaire followed by gynecologic examination and laboratory tests. Thirty point three percent of the subjects were found to have reproductive tract infections (RTI) by laboratory tests. Prevalence rates of bacterial vaginosis, candida and trichomonas vaginitis were 22.2%, 4.9% and 2.1% respectively. Prevalence rates of chlamydia, gonorrhea, condyloma acuminatum and syphilis were 2.2%, 1.6%, 0.5% and 0.2% respectively. Of these infected women, only 43.1% (270/626) were symptomatic, and 61.5% (166/270) of these women with symptoms had sought treatment. Compared to other results in the literature, we found a relatively high prevalence of RTI in our study population. Only a small proportion of these infected women were symptomatic but only few of them sought treatment. We suggested that the provision of more family planning service and promotion of RTI knowledge to the floating women of childbearing age.

The epidemiology of road traffic injuries in the Republic of Lithuania, 1998-2007.

PubMed

Lunevicius, Raimundas; Herbert, Hadley K; Hyder, Adnan A

2010-12-01

This article highlights the epidemiology of road traffic injury (RTI) in Lithuania between 1998 and 2007. The purpose of this study is to explore the incidence of RTI, age-standardized mortality rates (ASMR), gender-specific rates and the RTI profile of different user groups. In doing so, this analysis attempts to emphasize the need for RTI prevention policies and programmes. Six databases were analysed using ICD-10 codes V01-V99, pertaining to the causes of road traffic crashes. Data between 1998 and 2007 were obtained from these databases to identify and calculate RTI incidence and mortality rates. This was then analysed with regard to ASMR, gender, user groups and the use of alcohol. In 2007, RTI incidence in Lithuania was reported as 270/100,000 people, 10.7% higher than in 1998. ASMR declined from 28 deaths per 100,000 in 1998 to 25 deaths per 100,000 in 2007. Between 1998 and 2007, the male ASMR declined from 46 to 40 deaths per 100,000 and the female ASMR decreased from 13 to 11 deaths per 100,000. Car occupant and pedestrian fatalities comprised 87% of all RTI deaths. Thirty-four percent of those injured and 21% of the dead were under influence of alcohol. From 1998 to 2007, the incidence of RTI has worsened and mortality rates remain high in Lithuania. Alcohol remains a prominent risk factor of traffic injury and death. The need to develop effective prevention programmes to address traffic injury is essential.

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention.

PubMed

Clarke, Ben; Doabler, Christian T; Smolkowski, Keith; Baker, Scott K; Fien, Hank; Strand Cary, Mari

2016-01-01

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. © Hammill Institute on Disabilities 2014.

Comparison of polymerase chain reaction methods and plating for analysis of enriched cultures of Listeria monocytogenes when using the ISO11290-1 method.

PubMed

Dalmasso, Marion; Bolocan, Andrei Sorin; Hernandez, Marta; Kapetanakou, Anastasia E; Kuchta, Tomáš; Manios, Stavros G; Melero, Beatriz; Minarovičová, Jana; Muhterem, Meryem; Nicolau, Anca Ioana; Rovira, Jordi; Skandamis, Panagiotis N; Stessl, Beatrix; Wagner, Martin; Jordan, Kieran; Rodríguez-Lázaro, David

2014-03-01

Analysis for Listeria monocytogenes by ISO11290-1 is time-consuming, entailing two enrichment steps and subsequent plating on agar plates, taking five days without isolate confirmation. The aim of this study was to determine if a polymerase chain reaction (PCR) assay could be used for analysis of the first and second enrichment broths, saving four or two days, respectively. In a comprehensive approach involving six European laboratories, PCR and traditional plating of both enrichment broths from the ISO11290-1 method were compared for the detection of L. monocytogenes in 872 food, raw material and processing environment samples from 13 different dairy and meat food chains. After the first and second enrichments, total DNA was extracted from the enriched cultures and analysed for the presence of L. monocytogenes DNA by PCR. DNA extraction by chaotropic solid-phase extraction (spin column-based silica) combined with real-time PCR (RTi-PCR) was required as it was shown that crude DNA extraction applying sonication lysis and boiling followed by traditional gel-based PCR resulted in fewer positive results than plating. The RTi-PCR results were compared to plating, as defined by the ISO11290-1 method. For first and second enrichments, 90% of the samples gave the same results by RTi-PCR and plating, whatever the RTi-PCR method used. For the samples that gave different results, plating was significantly more accurate for detection of positive samples than RTi-PCR from the first enrichment, but RTi-PCR detected a greater number of positive samples than plating from the second enrichment, regardless of the RTi-PCR method used. RTi-PCR was more accurate for non-food contact surface and food contact surface samples than for food and raw material samples especially from the first enrichment, probably because of sample matrix interference. Even though RTi-PCR analysis of the first enrichment showed less positive results than plating, in outbreak scenarios where a rapid result is required, RTi-PCR could be an efficient way to get a preliminary result to be then confirmed by plating. Using DNA extraction from the second enrichment broth followed by RTi-PCR was reliable and a confirmed result could be obtained in three days, as against seven days by ISO11290-1. Copyright © 2014 Elsevier B.V. All rights reserved.

No School Left Behind: A Multiple Case Study of High-Performing Third-Grade Reading Programs in Low-Income Rural Schools in Southern Illinois

ERIC Educational Resources Information Center

Rosenberger, Patricia J.

2012-01-01

Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP).…

Stability of Special Education Eligibility from Kindergarten to Third Grade: Are There Variables from Fall of Kindergarten That Predict Later Classification Status?

ERIC Educational Resources Information Center

Flynn, Kylie Shawn

2012-01-01

This study examined students' movement in and out of special education and predictors for later special education placement. The sample ( N = 556) came from a response to intervention (RTI) study, specifically, a cluster-randomized control field trial that undertook the development and study of a hybrid Tier 1 (classroom instruction) and Tier 2…

It's Not Your Grandmother's School: Leadership Decisions in RTI

ERIC Educational Resources Information Center

Whitelock, Sally

2010-01-01

As a practicing school psychologist and administrator at Brown International Academy, an inner city elementary school in Denver Public Schools, the author believes that if the RTI model is put into practice, it will greatly impact educational outcomes for all students. Putting RTI into practice is not easy. It requires individuals to think…

The Clinical and Economic Impact of Probiotics Consumption on Respiratory Tract Infections: Projections for Canada.

PubMed

Lenoir-Wijnkoop, Irene; Gerlier, Laetitia; Roy, Denis; Reid, Gregor

2016-01-01

There is accumulating evidence supporting the use of probiotics, which are defined as "live micro-organisms which, when administered in adequate amounts, confer a health benefit on the host", as a preventive measure against respiratory tract infections (RTI). Two recent meta-analyses showed probiotic consumption (daily intake of 107 to 1010 CFU in any form for up to 3 months) significantly reduced RTI duration, frequency, antibiotic use and work absenteeism. The aim of this study was to assess the impact of probiotic use in terms of number of RTI episodes and days averted, and the number of antibiotic prescriptions and missed workdays averted, in the general population of Canada. In addition, the corresponding economic impact from both a healthcare payer and a productivity perspective was estimated. A microsimulation model was developed to reproduce the Canadian population (sample rate of 1/1000 = 35 540 individuals) employing age and gender. RTI incidence was taken from FluWatch consultation rates for influenza-like illness (2013-14) and StatCan all-cause consultations statistics. The model was calibrated on a 2.1% RTI annual incidence in the general population (5.2 million RTI days) and included known risk factors (smoking status, shared living conditions and vaccination status). RTI-related antibiotic prescriptions and work absenteeism were obtained from the literature. The results indicate that probiotic use saved 573 000-2.3 million RTI-days, according to the YHEC-Cochrane scenarios respectively. These reductions were associated with an avoidance of 52 000-84 000 antibiotic courses and 330 000-500 000 sick-leave days. A projection of corresponding costs reductions amounted to Can$1.3-8.9 million from the healthcare payer perspective and Can$61.2-99.7 million when adding productivity losses. The analysis shows that the potential of probiotics to reduce RTI-related events may have a substantial clinical and economic impact in Canada.

The Clinical and Economic Impact of Probiotics Consumption on Respiratory Tract Infections: Projections for Canada

PubMed Central

Gerlier, Laetitia; Roy, Denis; Reid, Gregor

2016-01-01

Introduction There is accumulating evidence supporting the use of probiotics, which are defined as “live micro-organisms which, when administered in adequate amounts, confer a health benefit on the host”, as a preventive measure against respiratory tract infections (RTI). Two recent meta-analyses showed probiotic consumption (daily intake of 107 to 1010 CFU in any form for up to 3 months) significantly reduced RTI duration, frequency, antibiotic use and work absenteeism. Objectives The aim of this study was to assess the impact of probiotic use in terms of number of RTI episodes and days averted, and the number of antibiotic prescriptions and missed workdays averted, in the general population of Canada. In addition, the corresponding economic impact from both a healthcare payer and a productivity perspective was estimated. Methods A microsimulation model was developed to reproduce the Canadian population (sample rate of 1/1000 = 35 540 individuals) employing age and gender. RTI incidence was taken from FluWatch consultation rates for influenza-like illness (2013–14) and StatCan all-cause consultations statistics. The model was calibrated on a 2.1% RTI annual incidence in the general population (5.2 million RTI days) and included known risk factors (smoking status, shared living conditions and vaccination status). RTI-related antibiotic prescriptions and work absenteeism were obtained from the literature. Results The results indicate that probiotic use saved 573 000–2.3 million RTI-days, according to the YHEC–Cochrane scenarios respectively. These reductions were associated with an avoidance of 52 000–84 000 antibiotic courses and 330 000–500 000 sick-leave days. A projection of corresponding costs reductions amounted to Can$1.3–8.9 million from the healthcare payer perspective and Can$61.2–99.7 million when adding productivity losses. Conclusion The analysis shows that the potential of probiotics to reduce RTI-related events may have a substantial clinical and economic impact in Canada. PMID:27832195

Competitions between Rayleigh-Taylor instability and Kelvin-Helmholtz instability with continuous density and velocity profiles

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ye, W. H.; He, X. T.; CAPT, Peking University, Beijing 100871

2011-02-15

In this research, competitions between Rayleigh-Taylor instability (RTI) and Kelvin-Helmholtz instability (KHI) in two-dimensional incompressible fluids within a linear growth regime are investigated analytically. Normalized linear growth rate formulas for both the RTI, suitable for arbitrary density ratio with continuous density profile, and the KHI, suitable for arbitrary density ratio with continuous density and velocity profiles, are obtained. The linear growth rates of pure RTI ({gamma}{sub RT}), pure KHI ({gamma}{sub KH}), and combined RTI and KHI ({gamma}{sub total}) are investigated, respectively. In the pure RTI, it is found that the effect of the finite thickness of the density transition layermore » (L{sub {rho}}) reduces the linear growth of the RTI (stabilizes the RTI). In the pure KHI, it is found that conversely, the effect of the finite thickness of the density transition layer increases the linear growth of the KHI (destabilizes the KHI). It is found that the effect of the finite thickness of the density transition layer decreases the ''effective'' or ''local'' Atwood number (A) for both the RTI and the KHI. However, based on the properties of {gamma}{sub RT}{proportional_to}{radical}(A) and {gamma}{sub KH}{proportional_to}{radical}(1-A{sup 2}), the effect of the finite thickness of the density transition layer therefore has a completely opposite role on the RTI and the KHI noted above. In addition, it is found that the effect of the finite thickness of the velocity shear layer (L{sub u}) stabilizes the KHI, and for the most cases, the combined effects of the finite thickness of the density transition layer and the velocity shear layer (L{sub {rho}=}L{sub u}) also stabilize the KHI. Regarding the combined RTI and KHI, it is found that there is a competition between the RTI and the KHI because of the completely opposite effect of the finite thickness of the density transition layer on these two kinds of instability. It is found that the competitions between the RTI and the KHI depend, respectively, on the Froude number, the density ratio of the light fluid to the heavy one, and the finite thicknesses of the density transition layer and the velocity shear layer. Furthermore, for the fixed Froude number, the linear growth rate ratio of the RTI to the KHI decreases with both the density ratio and the finite thickness of the density transition layer, but increases with the finite thickness of the velocity shear layer and the combined finite thicknesses of the density transition layer and the velocity shear layer (L{sub {rho}=}L{sub u}). In summary, our analytical results show that the effect of the finite thickness of the density transition layer stabilizes the RTI and the overall combined effects of the finite thickness of the density transition layer and the velocity shear layer (L{sub {rho}=}L{sub u}) also stabilize the KHI. Thus, it should be included in applications where the transition layer effect plays an important role, such as the formation of large-scale structures (jets) in high energy density physics and astrophysics and turbulent mixing.« less

Hospital burden of road traffic injury: major concern in primary and secondary level hospitals in Bangladesh.

PubMed

Mashreky, S R; Rahman, A; Khan, T F; Faruque, M; Svanström, L; Rahman, F

2010-04-01

To assess the burden of road traffic injury (RTI) in primary and secondary level hospitals in Bangladesh, and its economic impact on affected families. Cross-sectional study. The study was carried out in February and March 2001. To estimate the burden of RTI patients and the length of stay in hospital, the discharge records of primary and secondary level hospitals were used as data sources. Records from 16 district hospitals and 45 Upazila health complexes (subdistrict level hospitals), selected at random, were included in this study. A direct interview method was adopted to estimate the patient costs of RTI; this involved interviewing patients or their attendants. In this study, patient costs included money spent by the patient for medicine, transport, food and lodging (including attendants). Approximately 33% of the beds in primary and secondary level hospitals in Bangladesh were occupied by injury-related patients, and more than 19% of the injury patients had been injured in a road traffic accident. People aged 18-45 years were the major victims of RTI, and constituted 70% of the total RTI-related admissions in primary and secondary level hospitals. More than two-thirds of RTI patients were male. The average duration of hospital stay was 5.7 days, and the average patient cost for each RTI patient was US$86 (5834 BDT). RTI is a major cause of hospital admission in Bangladesh, and represents an economic and social burden for the family and the nation. A national strategy and road safety programme need to be developed to reduce the hospital burden and minimize the economic and social impact. 2010 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

A successful model of Road Traffic Injury surveillance in a developing country: process and lessons learnt.

PubMed

Razzak, Junaid Abdul; Shamim, Muhammad Shahzad; Mehmood, Amber; Hussain, Syed Ameer; Ali, Mir Shabbar; Jooma, Rashid

2012-05-16

Road Traffic Injuries (RTIs) are one of the leading causes of death and disability worldwide with 90% of global mortality concentrated in the low and middle income countries. RTI surveillance is recommended to define the burden, identify high risk groups, plan intervention and monitor their impact. Despite its stated importance in the literature, very few examples of sustained surveillance systems are reported from low income countries. This paper shares the experience of setting up an urban RTI surveillance program in the emergency departments of five major hospitals in Karachi, Pakistan. We describe the process of establishing a surveillance system including assembling a multi-institution research group, developing a data collection methodology, carrying out data collection and analysis and dissemination of information to the relevant stakeholders. In the absence of a road safety agency, the surveillance system required developing individual partnerships with industry, police, city government, media and many other stakeholders. Impact of the surveillance is demonstrated by some initiatives in the local trauma system and improvements in road design to effect hazard reduction. We demonstrated that a functional RTI surveillance program can be established, and effectively managed in a developing country, despite lack of infrastructure and limitation of resources. Data utilization in the absence of well defined road safety infrastructure within the government is a challenge. More effective actions are hampered by the limited capacity in the transport and health sectors to do in-depth analysis through road safety audits and trauma registries.

FY08 DRMRP Clinical Trial: Strengthening Pathways to PTSD Recovery Using Systems-Level Intervention

DTIC Science & Technology

2016-05-01

consent forms and store them centrally at RTI for the required six year time period rather than storing the hard copies at their respective posts was...care. In progress. Lavelle T, et al. The cost-effectiveness of a collaborative care approach to treating depression and post -traumatic stress...effectiveness of a collaborative care approach to treating depression and post -traumatic stress disorder in military personnel. AcademyHealth

Improving the timeliness and accuracy of injury severity data in road traffic accidents in an emerging economy setting.

PubMed

Lam, Carlos; Chen, Chang-I; Chuang, Chia-Chang; Wu, Chia-Chieh; Yu, Shih-Hsiang; Chang, Kai-Kuo; Chiu, Wen-Ta

2018-05-18

Road traffic injuries (RTIs) are among the leading causes of injury and fatality worldwide. RTI casualties are continually increasing in Taiwan; however, because of a lack of an advanced method for classifying RTI severity data, as well as the fragmentation of data sources, road traffic safety and health agencies encounter difficulties in analyzing RTIs and their burden on the healthcare system and national resources. These difficulties lead to blind spots during policy-making for RTI prevention and control. After compiling classifications applied in various countries, we summarized data sources for RTI severity in Taiwan, through which we identified data fragmentation. Accordingly, we proposed a practical classification for RTI severity, as well as a feasible model for collecting and integrating these data nationwide. This model can provide timely relevant data recorded by medical professionals and is valuable to healthcare providers. The proposed model's pros and cons are also compared to those of other current models.

The case for improving road safety in Pacific Islands: a population-based study from Fiji (TRIP 6).

PubMed

Herman, Josephine; Ameratunga, Shanthi; Wainiqolo, Iris; Kafoa, Berlin; McCaig, Eddie; Jackson, Rod

2012-10-01

To estimate the incidence and demographic characteristics associated with road traffic injuries (RTIs) resulting in deaths or hospital admission for 12 hours or more in Viti Levu, Fiji. Analysis of the prospective population-based Fiji Injury Surveillance in Hospitals database (October 2005 - September 2006). Of the 374 RTI cases identified (17% of all injuries), 72% were males and one third were aged 15-29 years. RTI fatalities (10.3 per 100,000 per year) were higher among Indians compared to Fijians. Two-thirds of deaths (largely ascribed to head, chest and abdominal trauma) occurred before hospital admission. While the RTI fatality rate was comparable to the global average for high-income countries, the level of motorisation in Fiji is considerably lower. To avert rising RTI rates with increasing motorisation, Fiji requires a robust road safety strategy alongside effective trauma-care services and a reliable population-based RTI surveillance system. © 2012 The Authors. ANZJPH © 2012 Public Health Association of Australia.

Association between diurnal temperature range and respiratory tract infections.

PubMed

Ge, Wen Zhen; Xu, Feng; Zhao, Zhuo Hui; Zhao, Jin Zhuo; Kan, Hai Dong

2013-03-01

This study aimed to assess the association between emergency-room visits for respiratory tract infection (RTI) with diurnal temperature range (DTR), a weather parameter closely associated with urbanization and global climate change. We conducted a semiparametric time-series analysis to estimate the percentage increase in emergency-room visits for RTI associated with changes in DTR after adjustment for daily weather conditions (temperature and relative humidity) and outdoor air pollution. DTR was significantly associated with daily emergency-room visits for RTI. An increase of 1 °C in the current-day (L0) and in the 2-day moving average (L01) DTR corresponded to a 0.94% [95% confidence interval (CI), 0.34%-1.55%] and 2.08% (95% CI, 1.24%-2.93%) increase in emergency-room visits for RTI, respectively. DTR was associated with increased risk of RTI. More studies are needed to understand the impact of DTR on respiratory health. Copyright © 2013 The Editorial Board of Biomedical and Environmental Sciences. Published by China CDC. All rights reserved.

Effect of bromine-dopant on radiation-driven Rayleigh-Taylor instability in plastic foil

NASA Astrophysics Data System (ADS)

Xu, Binbin; Ma, Yanyun; Yang, Xiaohu; Tang, Wenhui; Ge, Zheyi; Zhao, Yuan; Ke, Yanzhao; Kawata, Shiego

2017-10-01

Effects of bromine (Br) dopant on the growth of radiation-driven ablative Rayleigh-Taylor instability (RTI) in plastic foils are studied by radiation hydrodynamics simulations and theoretical analysis. It is found that the Br-dopant in plastic foil reduces the seed of ablative RTI. The main reasons of the reduction are attributed to the smaller oscillation amplitude of ablative Richtmyer-Meshkov instability (RMI) induced by the smaller post-shock sound speed, and the smaller oscillation frequency of ablative RMI induced by the smaller ablation velocity and blow-off plasma velocity. The Br-dopant also decreases the linear growth rate of ablative RTI due to the smaller acceleration. Treating the perturbation growth as a function of foil’s displacement, the perturbation growth would increase in Br-doped foil at the phase of ablative RTI, which is attributed to the decrease of the ablation velocity and the density gradient scale length. The results are helpful for further understanding the influence of high-Z dopant on the radiation-driven ablative RTI.

Characterizing Multiple Wireless Sensor Networks for Large-Scale Radio Tomography

DTIC Science & Technology

2015-03-01

with other transceivers over a wireless frequency. A base station transceiver collects the information and processes the information into something...or most other obstructions in between the two links [4]. A base station transceiver is connected to a processing computer to collect the RSS of each... transceivers at four different heights to create a Three-Dimensional (3-D) RTI network. Using shadowing- based RTI, this research demonstrated that RTI

Differential patterns, trends and hotspots of road traffic injuries on different road networks in Vellore district, southern India.

PubMed

Mohan, Venkata Raghava; Sarkar, Rajiv; Abraham, Vinod Joseph; Balraj, Vinohar; Naumova, Elena N

2015-03-01

To describe spatial and temporal profiles of Road Traffic Injuries (RTIs) on different road networks in Vellore district of southern India. Using the information in the police maintained First Information Reports (FIRs), daily time series of RTI counts were created and temporal characteristics were analysed with respect to the vehicle, road types and time of the day for the period January 2005 to May 2007. Daily incidence and trend of RTIs were estimated using a Poisson regression analysis. Of the reported 3262 RTIs, 52% had occurred on the National Highway (NH). The overall RTI rate on the NH was 8.8/100 000 vehicles per day with significantly higher pedestrian involvement. The mean numbers of RTIs were significantly higher on weekends. Thirteen percentage of all RTIs were associated with fatalities. Hotspots are major town junctions, and RTI rates differ over different stretches of the NH. In India, FIRs form a valuable source of RTI information. Information on different vehicle profile, RTI patterns, and their spatial and temporal trends can be used by administrators to devise effective strategies for RTI prevention by concentrating on the high-risk areas, thereby optimising the use of available personnel and resources. © 2014 John Wiley & Sons Ltd.

Effects of a semi-infinite stratification on the Rayleigh-Taylor instability in an interface with surface tension

NASA Astrophysics Data System (ADS)

de Andrea González, Ángel; González-Gutiérrez, Leo M.

2017-09-01

The Rayleigh-Taylor instability (RTI) in an infinite slab where a constant density lower fluid is initially separated from an upper stratified fluid is discussed in linear regime. The upper fluid is of increasing exponential density and surface tension is considered between both of them. It was found useful to study stability by using the initial value problem approach (IVP), so that we ensure the inclusion of certain continuum modes, otherwise neglected. This methodology includes the branch cut in the complex plane, consequently, in addition to discrete modes (surface RTI modes), a set of continuum modes (internal RTI modes) also appears. As a result, the usual information given by the normal mode method is now complete. Furthermore, a new role is found for surface tension: to transform surface RTI modes (discrete spectrum) into internal RTI modes belonging to a continuous spectrum at a critical wavenumber. As a consequence, the cut-off wavenumber disappears: i.e. the growth rate of the RTI surface mode does not decay to zero at the cut-off wavenumber, as previous researchers used to believe. Finally, we found that, due to the continuum, the asymptotic behavior of the perturbation with respect to time is slower than the exponential when only the continuous spectrum exists.

Road Traffic Injury Trends in the City of Valledupar, Colombia. A Time Series Study from 2008 to 2012

PubMed Central

Rodríguez, Jorge Martín; Peñaloza, Rolando Enrique; Moreno Montoya, José

2015-01-01

Objective To analyze the behavior temporal of road-traffic injuries (RTI) in Valledupar, Colombia from January 2008 to December 2012. Methodology An observational study was conducted based on records from the Colombian National Legal Medicine and Forensic Sciences Institute regional office in Valledupar. Different variables were analyzed, such as the injured person’s sex, age, education level, and type of road user; the timeframe, place and circumstances of crashes and the vehicles associated with the occurrence. Furthermore, a time series analysis was conducted using an auto-regressive integrated moving average. Results There were 105 events per month on an average, 64.9% of RTI involved men; 82.3% of the persons injured were from 18 to 59 years of age; the average age was 35.4 years of age; the road users most involved in RTI were motorcyclists (69%), followed by pedestrians (12%). 70% had up to upper-secondary education. Sunday was the day with the most RTI occurrences; 93% of the RTI occurred in the urban area. The time series showed a seasonal pattern and a significant trend effect. The modeling process verified the existence of both memory and extrinsic variables related. Conclusions An RTI occurrence pattern was identified, which showed an upward trend during the period analyzed. Motorcyclists were the main road users involved in RTI, which suggests the need to design and implement specific measures for that type of road user, from regulations for graduated licensing for young drivers to monitoring road user behavior for the promotion of road safety. PMID:26657887

Road Traffic Injury Trends in the City of Valledupar, Colombia. A Time Series Study from 2008 to 2012.

PubMed

Rodríguez, Jorge Martín; Peñaloza, Rolando Enrique; Moreno Montoya, José

2015-01-01

To analyze the behavior temporal of road-traffic injuries (RTI) in Valledupar, Colombia from January 2008 to December 2012. An observational study was conducted based on records from the Colombian National Legal Medicine and Forensic Sciences Institute regional office in Valledupar. Different variables were analyzed, such as the injured person's sex, age, education level, and type of road user; the timeframe, place and circumstances of crashes and the vehicles associated with the occurrence. Furthermore, a time series analysis was conducted using an auto-regressive integrated moving average. There were 105 events per month on an average, 64.9% of RTI involved men; 82.3% of the persons injured were from 18 to 59 years of age; the average age was 35.4 years of age; the road users most involved in RTI were motorcyclists (69%), followed by pedestrians (12%). 70% had up to upper-secondary education. Sunday was the day with the most RTI occurrences; 93% of the RTI occurred in the urban area. The time series showed a seasonal pattern and a significant trend effect. The modeling process verified the existence of both memory and extrinsic variables related. An RTI occurrence pattern was identified, which showed an upward trend during the period analyzed. Motorcyclists were the main road users involved in RTI, which suggests the need to design and implement specific measures for that type of road user, from regulations for graduated licensing for young drivers to monitoring road user behavior for the promotion of road safety.

[Study on the secular trend of road traffic injuries and its influencing factors in China].

PubMed

Chi, Gui-bo; Wang, Sheng-Yong

2007-02-01

To analyze and summarize the secular trend and influencing factors of road traffic injuries(RTI) in China, so as to provide evidence for the management of traffic safety. Indexes as fatalities per 10,000 vehicles, fatalities per 100,000 population, fatalities per 10,000 kilometers, motorization(number of vehicles per 1000 population) and mortal coefficient were used. Clustering analysis and ranking correlation were used to analyze the relative factors. The number of casualties of RTI had doubled every decade before the year of 2000. One hundred thousand people were killed in RTI every year since 2000. Facts as: Gross National Product(GNP) of China exceeded 1000 USD in 2002, number of motor vehicles reached 1.3 million in 2005, had both influenced the rates of road traffic fatality, mileage fatality and mortal coefficient which causing them to drop since 2002. In China, RTI happened in the underdeveloped districts in the western part of the country including Tibet, Ningxia, Xinjiang, Qinghai, and in some coastal areas as Zhejiang and Guangdong provinces. Men seemed to be more at risk than women in RTI, and accounted for three-quarters of the victims. Majority of fatalities happened in 21-50 year olds and the fatalities among those over 65 year olds had risen every year. The vulnerable populations in road-user category were pedestrians, passengers, motorcyclists and bicyclists. Under most situations, drivers were responsible for RTI and over half of them were professionals. Bad behaviors were the major causes of RTI, including exceeding the speed limit, handle misfeasance, breaking traffic rules and regulation, having taken alcohol or driving with fatigue etc. Exceeding the speed limit was the most risky factor which causing 75% of the RTI and the traffic deaths increased between 2002 to 2004. A positive correlation was discovered between population fatality rate and the factors as the number of vehicles, volume of road haulage, volume of passengers and the degree of highway etc. with correlation coefficients as r1 = 0.986, r2 = 0.986, r3 = 0.987, r4 = 0.985, P = 0.001, respectively. Since 1951, the population fatality rate of RTI had been going up continuously until it began to fall in 2003.

Coupling between interface and velocity perturbations in the weakly nonlinear Rayleigh-Taylor instability

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, L. F.; Ye, W. H.; He, X. T.

2012-11-15

Weakly nonlinear (WN) Rayleigh-Taylor instability (RTI) initiated by single-mode cosinusoidal interface and velocity perturbations is investigated analytically up to the third order. Expressions of the temporal evolutions of the amplitudes of the first three harmonics are derived. It is shown that there are coupling between interface and velocity perturbations, which plays a prominent role in the WN growth. When the 'equivalent amplitude' of the initial velocity perturbation, which is normalized by its linear growth rate, is compared to the amplitude of the initial interface perturbation, the coupling between them dominates the WN growth of the RTI. Furthermore, the RTI wouldmore » be mitigated by initiating a velocity perturbation with a relative phase shift against the interface perturbation. More specifically, when the phase shift between the interface perturbation and the velocity perturbation is {pi} and their equivalent amplitudes are equal, the RTI could be completely quenched. If the equivalent amplitude of the initial velocity perturbation is equal to the initial interface perturbation, the difference between the WN growth of the RTI initiated by only an interface perturbation and by only a velocity perturbation is found to be asymptotically negligible. The dependence of the WN growth on the Atwood numbers and the initial perturbation amplitudes is discussed. In particular, we investigate the dependence of the saturation amplitude (time) of the fundamental mode on the Atwood numbers and the initial perturbation amplitudes. It is found that the Atwood numbers and the initial perturbation amplitudes play a crucial role in the WN growth of the RTI. Thus, it should be included in applications where the seeds of the RTI have velocity perturbations, such as inertial confinement fusion implosions and supernova explosions.« less

Indenopyride derivative RTI-4587-073(l): a candidate for male contraception in stallions.

PubMed

Pozor, Malgorzata A; Macpherson, Margo L; McDonnell, Sue M; Nollin, Maggie; Roser, Janet F; Love, Charles; Runyon, Scott; Thomas, Brian F; Troedsson, Mats H

2013-12-01

The objective of this study was to determine whether an indenopyridine derivative RTI-4587-073(l) was a good candidate for male contraception in horses. We hypothesized that a single administration of RTI-4587-073(l) causes significant suppression of testicular function in stallions without affecting sexual behavior. Three Miniature horse stallions received a single dose of 12.5 mg/kg RTI-4587-073(l) orally (group "treated"), whereas three other Miniature horse stallions received placebo only (group "control"). Semen was collected and evaluated from all stallions twice a week for three baseline weeks and 13 post-treatment weeks. Sexual behavior was video-recorded and analyzed. Testicular dimensions were measured using ultrasonography, and blood samples were drawn for endocrine evaluation once before treatment and once a week during the post-treatment period. Single administration of RTI-4587-073(l) caused severe oligoasthenozoospermia (low sperm number and low motility), shedding large numbers of immature germ cells in semen, and increased FSH concentrations in treated stallions. These effects were fully reversible within ∼71 days. However, libido and copulatory behavior remained unchanged throughout the entire experiment. We concluded that RTI-4587-073(l) was a promising candidate for male contraceptive in domestic stallions. Further research should be performed to test this compound for fertility control in wildlife and humans. Copyright © 2013 Elsevier Inc. All rights reserved.

Particle Size Characterization of Water-Elutriated Libby Amphibole 2000 and RTI International Amosite

USGS Publications Warehouse

Lowers, Heather; Bern, Amy M.

2009-01-01

This report presents data on particle characterization analyzed by scanning electron microscopy on Libby amphibole collected by the U.S. Geological Survey in 2000 (LA2000) and amosite material collected by RTI International (RTI amosite). The particle characterization data were generated to support a portion of the Libby Action Plan. Prior to analysis, the raw LA2000 and RTI amosite materials were subjected to a preparation step. Each sample was water-elutriated by U.S. Environmental Protection Agency (USEPA) Office of Research and Development, Research Triangle Park using the methods generally described in another published report and then delivered to the U.S. Geological Survey, Denver Microbeam Laboratory for analysis. Data presented here represent analyses performed by the U.S. Geological Survey, Denver Microbeam Laboratory and USEPA National Enforcement Investigations Center. This report consists of two Excel spreadsheet files developed by USEPA, Region 8 Superfund Technical Assistance Unit and describe the particle size characterization of the LA2000 and RTI amosite, respectively. Multiple tabs and data entry cells exist in each spreadsheet and are defined herein.

Responses of lung parenchyma and airways to tachykinin peptides in piglets.

PubMed

Dreshaj, I A; Martin, R J; Miller, M J; Haxhiu, M A

1994-07-01

The tachykinin peptides substance P (SP) and neurokinin A (NKA) have been shown to induce tracheal smooth muscle contraction in piglets, and the enzyme neutral endopeptidase has been shown to modulate this effect. In these studies, we compared the SP and NKA responsiveness of piglet airways and lung parenchymal tissues in anesthetized paralyzed open-chest piglets 2-3 wk old, partitioning total lung resistance (RL) into airway resistance (Raw) and tissue resistance (Rti). During tidal breathing, pressure was measured at the trachea and in two alveolar regions by means of alveolar capsules. Intravenous administration of SP caused concentration-dependent increases in Rti and Raw and a decrease in dynamic lung compliance. Under baseline conditions, Rti contributed 74.6 +/- 1.9% (SE) of RL, and at any level of constriction, Rti accounted for > 50% of RL. The responses of Rti and Raw to NKA were negligible and were always significantly weaker than those to SP. These results indicate that both central airways and tissue contractile elements respond vigorously to SP, but not to NKA, in maturing piglets.

Control Software

NASA Technical Reports Server (NTRS)

1997-01-01

Real-Time Innovations, Inc. (RTI) collaborated with Ames Research Center, the Jet Propulsion Laboratory and Stanford University to leverage NASA research to produce ControlShell software. RTI is the first "graduate" of Ames Research Center's Technology Commercialization Center. The ControlShell system was used extensively on a cooperative project to enhance the capabilities of a Russian-built Marsokhod rover being evaluated for eventual flight to Mars. RTI's ControlShell is complex, real-time command and control software, capable of processing information and controlling mechanical devices. One ControlShell tool is StethoScope. As a real-time data collection and display tool, StethoScope allows a user to see how a program is running without changing its execution. RTI has successfully applied its software savvy in other arenas, such as telecommunications, networking, video editing, semiconductor manufacturing, automobile systems, and medical imaging.

22st Annual National Test and Evaluation Conference

DTIC Science & Technology

2006-03-09

B1 B2 y ii) Factor B affects the standard deviation C2 C1 y iii) Factor C affects the average and the standard deviation D1 = D2 y iv) Factor D has...22303 UNITED STATES (P) (703)862-0908 (F) (703)970-5700 poole_grady@emc.com Mr. Josh Pressnell RTI 8306 Rugby Rd. Manassas, VA 20111...Ricciardi RTI 8306 Rugby Rd. Manassas, VA 20111-1912 UNITED STATES (P) (703)365-9662 (F) (703)365-9818 michael.ricciardi@rti-world.com Mr

Business Models for Cost Sharing and Capability Sustainment

DTIC Science & Technology

2012-04-30

studies in the research include the following:  Programs o F-35 Lightning II (U.S./UK) o AV-8B/Harrier (U.S./UK) o Super Hornet (U.S.) o...made to learn internally how the Typhoon aircraft could benefit from an RTI approach. Externally, the use of a small group , such as the RTI team...long time frame. In order to identify the key factors in the Harrier RTI success, a SWOT analysis was carried out. The results are shown in Table 1

Aircraft data summaries for the SURE intensives. Final report. [Sampling done July 1978 near Duncan Falls, Ohio and Scranton, Pennsylvania

DOE Office of Scientific and Technical Information (OSTI.GOV)

Keifer, W.S.; Blumenthal, D.L.; Tommerdahl, J.B.

1981-09-01

As part of the EPRI sulfate regional experiment (SURE), Meteorology Research, Inc., (MRI) and Research Triangle Institute (RTI) conducted six air quality sampling programs in the eastern United States using instrumented aircraft. This volume includes the air quality and meteorological data obtained during the July 1978 Intensive when MRI sampled near the Duncan Falls, Ohio, SURE Station and RTI sampled near the Scranton, Pennsylvania, SURE Station. During the last part of the July 1978 sampling period, both MRI and RTI aircraft participated in a large regional-scale sampling program with Brookhaven National Laboratory (BNL) and Pacific Northwest Laboratory (PNL). Only themore » data obtained by the MRI and RTI aircraft during this regional-scale sapling program are included in this volume.« less

Effects of the Monoamine Uptake Inhibitors RTI-112 and RTI-113 on Cocaine- and Food-Maintained Responding in Rhesus Monkeys

PubMed Central

SS, Negus; NK, Mello; HL, Kimmel; LL, Howell; FI, Carroll

2009-01-01

Cocaine blocks uptake of the monoamines dopamine, serotonin and norepinephrine, and monoamine uptake inhibitors constitute one class of drugs under consideration as candidate “agonist” medications for the treatment of cocaine abuse and dependence. The pharmacological selectivity of monoamine uptake inhibitors to block uptake of dopamine, serotonin and norepinephrine is one factor that may influence the efficacy and/or safety of these compounds as drug abuse treatment medications. To address this issue, the present study compared the effects of 7-day treatment with a non-selective monoamine uptake inhibitor (RTI-112) and a dopamine-selective uptake inhibitor (RTI-113) on cocaine- and food-maintained responding in rhesus monkeys. Monkeys (N=3) were trained to respond for cocaine injections (0.01 mg/kg/inj) and food pellets under a second-order schedule [FR2(VR16:S)] during alternating daily components of cocaine and food availability. Both RTI-112 (0.0032–0.01 mg/kg/hr) and RTI-113 (0.01–0.056 mg/kg/hr) produced dose-dependent, sustained and nearly complete elimination of cocaine self-administration. However, for both drugs, the potency to reduce cocaine self-administration was similar to the potency to reduce food-maintained responding. These findings do not support the hypothesis that pharmacological selectivity to block dopamine uptake is associated with behavioral selectivity to decrease cocaine- vs. food-maintained responding in rhesus monkeys. PMID:18755212

Probing the deep nonlinear stage of the ablative Rayleigh-Taylor instability in indirect drive experiments on the National Ignition Facility

DOE Office of Scientific and Technical Information (OSTI.GOV)

Casner, A., E-mail: alexis.casner@cea.fr; Masse, L.; Liberatore, S.

2015-05-15

Academic tests in physical regimes not encountered in Inertial Confinement Fusion will help to build a better understanding of hydrodynamic instabilities and constitute the scientifically grounded validation complementary to fully integrated experiments. Under the National Ignition Facility (NIF) Discovery Science program, recent indirect drive experiments have been carried out to study the ablative Rayleigh-Taylor Instability (RTI) in transition from weakly nonlinear to highly nonlinear regime [A. Casner et al., Phys. Plasmas 19, 082708 (2012)]. In these experiments, a modulated package is accelerated by a 175 eV radiative temperature plateau created by a room temperature gas-filled platform irradiated by 60 NIF lasermore » beams. The unique capabilities of the NIF are harnessed to accelerate this planar sample over much larger distances (≃1.4 mm) and longer time periods (≃12 ns) than previously achieved. This extended acceleration could eventually allow entering into a turbulent-like regime not precluded by the theory for the RTI at the ablation front. Simultaneous measurements of the foil trajectory and the subsequent RTI growth are performed and compared with radiative hydrodynamics simulations. We present RTI growth measurements for two-dimensional single-mode and broadband multimode modulations. The dependence of RTI growth on initial conditions and ablative stabilization is emphasized, and we demonstrate for the first time in indirect-drive a bubble-competition, bubble-merger regime for the RTI at ablation front.« less

Weakly nonlinear incompressible Rayleigh-Taylor instability growth at cylindrically convergent interfaces

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang, L. F.; He, X. T.; HEDPS, Center for Applied Physics and Technology, Peking University, Beijing 100871

2013-04-15

A weakly nonlinear (WN) model has been developed for the incompressible Rayleigh-Taylor instability (RTI) in cylindrical geometry. The transition from linear to nonlinear growth is analytically investigated via a third-order solutions for the cylindrical RTI initiated by a single-mode velocity perturbation. The third-order solutions can depict the early stage of the interface asymmetry due to the bubble-spike formation, as well as the saturation of the linear (exponential) growth of the fundamental mode. The WN results in planar RTI [Wang et al., Phys. Plasmas 19, 112706 (2012)] are recovered in the limit of high-mode number perturbations. The difference between the WNmore » growth of the RTI in cylindrical geometry and in planar geometry is discussed. It is found that the interface of the inward (outward) development spike/bubble is extruded (stretched) by the additional inertial force in cylindrical geometry compared with that in planar geometry. For interfaces with small density ratios, the inward growth bubble can grow fast than the outward growth spike in cylindrical RTI. Moreover, a reduced formula is proposed to describe the WN growth of the RTI in cylindrical geometry with an acceptable precision, especially for small-amplitude perturbations. Using the reduced formula, the nonlinear saturation amplitude of the fundamental mode and the phases of the Fourier harmonics are studied. Thus, it should be included in applications where converging geometry effects play an important role, such as the supernova explosions and inertial confinement fusion implosions.« less

Technology Applications Team: Applications of aerospace technology

NASA Technical Reports Server (NTRS)

1993-01-01

Highlights of the Research Triangle Institute (RTI) Applications Team activities over the past quarter are presented in Section 1.0. The Team's progress in fulfilling the requirements of the contract is summarized in Section 2.0. In addition to our market-driven approach to applications project development, RTI has placed increased effort on activities to commercialize technologies developed at NASA Centers. These Technology Commercialization efforts are summarized in Section 3.0. New problem statements prepared by the Team in the reporting period are presented in Section 4.0. The Team's transfer activities for ongoing projects with the NASA Centers are presented in Section 5.0. Section 6.0 summarizes the status of four add-on tasks. Travel for the reporting period is described in Section 7.0. The RTI Team staff and consultants and their project responsibilities are listed in Appendix A. The authors gratefully acknowledge the contributions of many individuals to the RTI Technology Applications Team program. The time and effort contributed by managers, engineers, and scientists throughout NASA were essential to program success. Most important to the program has been a productive working relationship with the NASA Field Center Technology Utilization (TU) Offices. The RTI Team continues to strive for improved effectiveness as a resource to these offices. Industry managers, technical staff, medical researchers, and clinicians have been cooperative and open in their participation. The RTI Team looks forward to continuing expansion of its interaction with U.S. industry to facilitate the transfer of aerospace technology to the private sector.

Reverse Transcriptase Inhibitors as Potential Colorectal Microbicides▿ †

PubMed Central

Herrera, Carolina; Cranage, Martin; McGowan, Ian; Anton, Peter; Shattock, Robin J.

2009-01-01

We investigated whether reverse transcriptase (RT) inhibitors (RTI) can be combined to inhibit human immunodeficiency virus type 1 (HIV-1) infection of colorectal tissue ex vivo as part of a strategy to develop an effective rectal microbicide. The nucleotide RTI (NRTI) PMPA (tenofovir) and two nonnucleoside RTI (NNRTI), UC-781 and TMC120 (dapivirine), were evaluated. Each compound inhibited the replication of the HIV isolates tested in TZM-bl cells, peripheral blood mononuclear cells, and colorectal explants. Dual combinations of the three compounds, either NRTI-NNRTI or NNRTI-NNRTI combinations, were more active than any of the individual compounds in both cellular and tissue models. Combinations were key to inhibiting infection by NRTI- and NNRTI-resistant isolates in all models tested. Moreover, we found that the replication capacities of HIV-1 isolates in colorectal explants were affected by single point mutations in RT that confer resistance to RTI. These data demonstrate that colorectal explants can be used to screen compounds for potential efficacy as part of a combination microbicide and to determine the mucosal fitness of RTI-resistant isolates. These findings may have important implications for the rational design of effective rectal microbicides. PMID:19258271

Reverse transcriptase inhibitors as potential colorectal microbicides.

PubMed

Herrera, Carolina; Cranage, Martin; McGowan, Ian; Anton, Peter; Shattock, Robin J

2009-05-01

We investigated whether reverse transcriptase (RT) inhibitors (RTI) can be combined to inhibit human immunodeficiency virus type 1 (HIV-1) infection of colorectal tissue ex vivo as part of a strategy to develop an effective rectal microbicide. The nucleotide RTI (NRTI) PMPA (tenofovir) and two nonnucleoside RTI (NNRTI), UC-781 and TMC120 (dapivirine), were evaluated. Each compound inhibited the replication of the HIV isolates tested in TZM-bl cells, peripheral blood mononuclear cells, and colorectal explants. Dual combinations of the three compounds, either NRTI-NNRTI or NNRTI-NNRTI combinations, were more active than any of the individual compounds in both cellular and tissue models. Combinations were key to inhibiting infection by NRTI- and NNRTI-resistant isolates in all models tested. Moreover, we found that the replication capacities of HIV-1 isolates in colorectal explants were affected by single point mutations in RT that confer resistance to RTI. These data demonstrate that colorectal explants can be used to screen compounds for potential efficacy as part of a combination microbicide and to determine the mucosal fitness of RTI-resistant isolates. These findings may have important implications for the rational design of effective rectal microbicides.

Initial results of Pakistan's first road traffic injury surveillance project.

PubMed

Shamim, Shahzad; Razzak, Junaid A; Jooma, Rashid; Khan, Uzma

2011-09-01

Our aim is to report the findings of the initial three years of road traffic injuries (RTI) surveillance at Karachi and to compare it with previously published RTI-related data from Pakistan and other low-and middle-income countries. Data were collected through the RTI surveillance programme at Karachi (RTIRP) from the five biggest emergency departments of the city, which receive almost all the major emergencies of the city for the period September 2006 till September 2009. A total of 99,272 victims were enlisted by the RTIRP during the study period. Annual incidence of RTI is calculated to be 184.3 per 100,000 populations and mortality is 5.7 per 100,000 populations. Eighty nine per cent of victims are male and 73% are between 15 and 44 years of age. Commonest road user to be affected is riders of two wheelers (45%). Only 7% of affected motorcyclists were found to be wearing helmets at the time of the accident. Trends of injuries remained uniform over the years. Most frequent injuries were external wounds, followed by orthopaedic injuries. On the basis of our surveillance system, we have presented the largest RTI-related data from a metropolitan city of Pakistan to date.

The influence of HLA supertype on thymidine analogue associated with low peripheral fat in HIV.

PubMed

Cordery, Damien V; Martin, Allison; Amin, Janaki; Kelleher, Anthony D; Emery, Sean; Cooper, David A

2012-11-28

To examine the relationship between human leukocyte antigen (HLA) genotype and body composition changes induced by thymidine analogue nucleoside reverse transcriptase inhibitor (NtRTI) use in HIV-positive individuals. Data collected during the Simplification with Tenofovir-Emtricitabine (TDF-FTC) or Abacavir-Lamivudine (ABC-3TC) (STEAL) study were analysed to examine the potential association of HLA genotypes with changes in body composition in treatment-experienced HIV-positive individuals. Demographic, HIV-related, body composition and HLA genotyping data from the STEAL study were used in this analysis. The mean percentage peripheral fat at study baseline was compared in participants with and without prior NtRTI use. Analyses were also carried out for each HLA supertype strata, for five HLA genes, within the thymidine-exposed group. These comparisons were made using Mann-Whitney rank-sum tests. Participants with prior NtRTI use had a significantly lower baseline mean peripheral fat percentage compared to those without NtRTI use (31.9 vs. 34.7%; P = 0.0045). However, participants carrying one or more of the three particular HLA supertype alleles, A01, B08 and DQ2, showed no significant difference in mean peripheral fat percentage at baseline by NtRTI use. Among participants with prior NtRTI exposure, there were significant differences in mean peripheral fat by HLA A01, B08 and DQ2 allele expression compared to those without expression of these alleles (A01: 34.91% vs. no A01: 30.3%; P = 0.0087; B08: 36.2% vs. no B08: 31.1%; P = 0.0317; DQ2: 35.16% vs. no DQ2: 30.06%; P = 0.0081). This analysis suggests that HIV-infected individuals carrying HLA A01, B08 or DQ2 supertype alleles may be resistant to NtRTI-induced peripheral fat loss.

Road traffic incidents in Uganda: a systematic review study of a five-year trend.

PubMed

Balikuddembe, Joseph Kimuli; Ardalan, Ali; Khorasani-Zavareh, Davoud; Nejati, Amir; Munanura, Kasiima Stephen

2017-01-01

Over the years, Uganda has been one of the low and middle-income countries bearing the heaviest burden of road traffic incidents (RTI). Since the proclamation of the United Nations Decade of Action for Road Safety 2011 - 2020, a number of measures have been taken to reduce the burden. However, they ought to be premised on existing evidence-based research; therefore, the present review ventures to report the most recent five-year trend of RTI in Uganda. Based on Preferred Reporting Items for Systematic Reviews and Meta-Data Analysis (PRISMA) guidelines, a systematic review was employed. Using a thematic analysis, the articles were grouped into: trauma etiology, trauma care, mortality, cost, trauma registry and communication, intervention and treatment for final analysis. Of the nineteen articles that were identified to be relevant to the study, the etiology of RTI was inevitably observed to be an important cause of injuries in Uganda. The risk factors cut across: the crash type, injury physiology, cause, victims, setting, age, economic status, and gender. All studies that were reviewed have advanced varying recommendations aimed at responding to the trend of RTIs in Uganda, of which some are in tandem with the five pillars of the United Nations Decade of Action for Road Safety 2011 - 2020. Peripheral measures of the burden of RTIs in Uganda were undertaken within afive-year timeframe (2011-2015) of implementing the United Nations Decade of Action for Road Safety. The measures however, ought to be scaled-up on robust evidence based research available from all the concerned stakeholders beyond Kampala or central region to other parts of Uganda. © 2017 KUMS, All rights reserved.

Road traffic incidents in Uganda: a systematic review of a five-year trend

PubMed Central

Balikuddembe, Joseph Kimuli; Ardalan, Ali; Khorasani-Zavareh, Davoud; Nejati, Amir; Munanura, Kasiima Stephen

2017-01-01

Abstract: Background: Over the years, Uganda has been one of the low and middle-income countries bearing the heaviest burden of road traffic incidents (RTI). Since the proclamation of the United Nations Decade of Action for Road Safety 2011 – 2020, a number of measures have been taken to reduce the burden. However, they ought to be premised on existing evidence-based research; therefore, the present review ventures to report the most recent five-year trend of RTI in Uganda. Methods: Based on Preferred Reporting Items for Systematic Reviews and Meta-Data Analysis (PRISMA) guidelines, a systematic review was employed. Using a thematic analysis, the articles were grouped into: trauma etiology, trauma care, mortality, cost, trauma registry and communication, intervention and treatment for final analysis. Results: Of the nineteen articles that were identified to be relevant to the study, the etiology of RTI was inevitably observed to be an important cause of injuries in Uganda. The risk factors cut across: the crash type, injury physiology, cause, victims, setting, age, economic status, and gender. All studies that were reviewed have advanced varying recommendations aimed at responding to the trend of RTIs in Uganda, of which some are in tandem with the five pillars of the United Nations Decade of Action for Road Safety 2011 – 2020. Conclusions: Peripheral measures of the burden of RTIs in Uganda were undertaken within a five-year timeframe (2011-2015) of implementing the United Nations Decade of Action for Road Safety. The measures however, ought to be scaled-up on robust evidence based research available from all the concerned stakeholders beyond Kampala or central region to other parts of Uganda. PMID:28039687

Demonstration of a real-time interferometer as a bunch-length monitor in a high-current electron beam accelerator.

PubMed

Thangaraj, J; Andonian, G; Thurman-Keup, R; Ruan, J; Johnson, A S; Lumpkin, A; Santucci, J; Maxwell, T; Murokh, A; Ruelas, M; Ovodenko, A

2012-04-01

A real-time interferometer (RTI) has been developed to monitor the bunch length of an electron beam in an accelerator. The RTI employs spatial autocorrelation, reflective optics, and a fast response pyro-detector array to obtain a real-time autocorrelation trace of the coherent radiation from an electron beam thus providing the possibility of online bunch-length diagnostics. A complete RTI system has been commissioned at the A0 photoinjector facility to measure sub-mm bunches at 13 MeV. Bunch length variation (FWHM) between 0.8 ps (~0.24 mm) and 1.5 ps (~0.45 mm) has been measured and compared with a Martin-Puplett interferometer and a streak camera. The comparisons show that RTI is a viable, complementary bunch length diagnostic for sub-mm electron bunches. © 2012 American Institute of Physics

Web-HLA and Service-Enabled RTI in the Simulation Grid

NASA Astrophysics Data System (ADS)

Huang, Jijie; Li, Bo Hu; Chai, Xudong; Zhang, Lin

HLA-based simulations in a grid environment have now become a main research hotspot in the M&S community, but there are many shortcomings of the current HLA running in a grid environment. This paper analyzes the analogies between HLA and OGSA from the software architecture point of view, and points out the service-oriented method should be introduced into the three components of HLA to overcome its shortcomings. This paper proposes an expanded running architecture that can integrate the HLA with OGSA and realizes a service-enabled RTI (SE-RTI). In addition, in order to handle the bottleneck problem that is how to efficiently realize the HLA time management mechanism, this paper proposes a centralized way by which the CRC of the SE-RTI takes charge of the time management and the dispatching of TSO events of each federate. Benchmark experiments indicate that the running velocity of simulations in Internet or WAN is properly improved.

Demonstration of a real-time interferometer as a bunch-lenght monitor in a high-current electron beam accelerator

DOE Office of Scientific and Technical Information (OSTI.GOV)

Thangaraj, J.; Thurman-Keup, R.; Ruan, J.

2012-03-01

A real-time interferometer (RTI) has been developed to monitor the bunch length of an electron beam in an accelerator. The RTI employs spatial autocorrelation, reflective optics, and a fast response pyro-detector array to obtain a real-time autocorrelation trace of the coherent radiation from an electron beam thus providing the possibility of online bunch-length diagnostics. A complete RTI system has been commissioned at the A0 photoinjector facility to measure sub-mm bunches at 13 MeV. Bunch length variation (FWHM) between 0.8 ps (-0.24 mm) and 1.5 ps (-0.45 mm) has been measured and compared with a Martin-Puplett interferometer and a streak camera.more » The comparisons show that RTI is a viable, complementary bunch length diagnostic for sub-mm electron bunches.« less

Demonstration of a real-time interferometer as a bunch-length monitor in a high-current electron beam accelerator

DOE Office of Scientific and Technical Information (OSTI.GOV)

Thangaraj, J.; Thurman-Keup, R.; Ruan, J.

2012-04-15

A real-time interferometer (RTI) has been developed to monitor the bunch length of an electron beam in an accelerator. The RTI employs spatial autocorrelation, reflective optics, and a fast response pyro-detector array to obtain a real-time autocorrelation trace of the coherent radiation from an electron beam thus providing the possibility of online bunch-length diagnostics. A complete RTI system has been commissioned at the A0 photoinjector facility to measure sub-mm bunches at 13 MeV. Bunch length variation (FWHM) between 0.8 ps ({approx}0.24 mm) and 1.5 ps ({approx}0.45 mm) has been measured and compared with a Martin-Puplett interferometer and a streak camera.more » The comparisons show that RTI is a viable, complementary bunch length diagnostic for sub-mm electron bunches.« less

Burden of motorcycle-related injury in Malaysia.

PubMed

Rahman, Nik Hisamuddin Na; Baharuddin, Kamarul A; Mohamad, Syarifah Mastura S

2015-01-01

Road traffic injury (RTI) contributes to major morbidity and mortality in both developed and developing countries. Most of the injuries are caused by road-related injuries that specifically relate to motorcycle crash. We attempted to conduct a short survey to determine the magnitude of burden related to motorcycle-related RTIs in Malaysia. We hypothesize that motorcycle-related RTI in Malaysia contributes significantly to the health burden in the country. The cross-sectional survey involves data searching related to RTI in Malaysia from the relevant agencies such as the Ministry of Health Malaysia, Royal Police Force, and Malaysia Institute of Road Safety Research (MIROS) through their official websites and PubMed search. The three agencies are well established and recognized by the Malaysian government in dealing with data collection for the injury nationwide. The primary aim is to determine the prevalence of motorcycle-related RTI, and secondary outcomes are the overall mortality and the contributing factors. Of the cause of trauma, 80 % is due to RTI, and the most vulnerable road users such as pedestrians and motorcyclists are affected the most. Of all RTI, 70 % is contributed by the motorcycle crash, and there are a significant number of deaths for both rider and pillion rider of the motorcycle than for other types of vehicles. Human error is the main reason to be blamed, specifically the attitude of the riders on the road. Trauma is one of the common reasons for death and hospitalization in Malaysia. Motorcycle-related RTI in Malaysia contributes significantly to the health burden in Malaysia. The Malaysian government and non-government agencies have worked together seriously in implementing a preventive measure to reduce the incidence and aftermath of motorcycle-related RTI. However, data is still lacking, and every effort is made to increase the amount of research in the field. Strengths of the article are as follows:Latest alarming data on motorcycle-related injuries in the developing country.The data is collected from multi-agencies recognized by ministries in the country.Very limited publication specifically on motorcycle-related injuries is available. Limitations of the article are as follows:The data is only from one country.The statistical data is gathered from a variety of sources, i.e., relevant agencies and authorities and website of the involved ministries.

Deep-tow studies of the Vema Fracture Zone: 1. Tectonics of a major slow slipping transform fault and its intersection with the Mid-Atlantic Ridge

NASA Astrophysics Data System (ADS)

MacDonald, Ken. C.; Castillo, David A.; Miller, Stephen P.; Fox, Paul J.; Kastens, Kim A.; Bonatti, Enrico

1986-03-01

The Vema transform fault, which slips at a rate of 24 mm/yr, displaces the Mid-Atlantic Ridge (MAR) 320 km in a left-lateral sense. High-resolution deep-tow studies of the Vema ridge-transform intersection (RTI) and the eastern 130 km of the active transform fault reveal a complex pattern of dip-slip and strike-slip faults which evolve in time and space. At the intersection, both the neovolcanic zone and the west wall of the MAR rift valley curve counterclockwise toward the transform fault along trends approximately 30° oblique to the regional north-south trend of the spreading axis. The curving of extensional structures in the rift valley, such as normal faults and the axial zone of dike injection, appears to be related to transmission of transform related shear stresses into the spreading center domain. Intermittent locking of the American and African lithospheric plates across the RTI causes shear stresses to penetrate up to 4 km into the MAR axial neovolcanic zone where the lithosphere is relatively thin and up to 12 km into the block-faulted west wall of the rift valley where the lithosphere is thicker. The degree of shear coupling across the RTI may vary with time due to changes in the thickness of the lithosphere along the axis (0-10 km), the strength of a "mantle weld" at depth, and the presence or absence of an axial magma chamber, so that extensional structures at the RTI may be either spreading center parallel when coupling is weak or oblique when coupling is strong. Oblique extension across the RTI in addition to other factors may account for some of the down dropping of lithosphere within the deep nodal basin. The easternmost 20 km of the active transform fault zone near the RTI displays a braided network of three to nine tectonically active grabens and V-shaped furrows in a zone 2-4 km wide, interpreted to consist of interwoven Riedel shears, P shears, and oblique normal faults. Clay cake deformation experiments and deep-tow observations suggest that P shears and R shears, which are 10°-20° oblique to the transform slip direction, develop during the initial stages of transform faulting near the RTI as the newly accreted lithosphere accelerates to full plate velocity. Some of the R shears propagate along strike and intercept the oblique normal faults resulting in sharply curving scarps at the RTI. Subsequent to this merging of the two fault types, some of the R shears develop a significant component of dip slip, while other R shears merge with P shears creating a complex anastomosing fault pattern up to 4 km wide. A continuous strand within this braided pattern of faults is interpreted to be the principal transform displacement zone near the RTI. Twenty kilometers west of the RTI the active transform fault zone narrows to a furrow generally less than 100 m wide with only a few short discontinuous splays. This narrow groove cuts through thinly sedimented basalt 20-40 km west of the RTI and continues as a narrow furrow (less than 100 m wide) through up to 1.5 km of layered turbidite fill most of the way to the western RTI. Such a narrow zone of deformation typifies the mature stages of transform faulting where the lithosphere on both sides of the transform fault is relatively old, thick, and rigid and has completed its acceleration to full plate velocity. The transform fault zone is closely associated with a partially buried median ridge and widens to 1-2 km where it transects exposed portions of the ridge. The transform parallel median and transverse ridges create the highest topography associated with the transform fault and may be serpentinized ultramafic intrusions capped by displaced crustal blocks of gabbro, metagabbro, and basalt.

Nonlinear Evolution of Rayleigh-Taylor Instability in a Radiation-supported Atmosphere

NASA Astrophysics Data System (ADS)

Jiang, Yan-Fei; Davis, Shane W.; Stone, James M.

2013-02-01

The nonlinear regime of Rayleigh-Taylor instability (RTI) in a radiation supported atmosphere, consisting of two uniform fluids with different densities, is studied numerically. We perform simulations using our recently developed numerical algorithm for multi-dimensional radiation hydrodynamics based on a variable Eddington tensor (VET) as implemented in Athena, focusing on the regime where scattering opacity greatly exceeds absorption opacity. We find that the radiation field can reduce the growth and mixing rate of RTI, but this reduction is only significant when radiation pressure significantly exceeds gas pressure. Small-scale structures are also suppressed in this case. In the nonlinear regime, dense fingers sink faster than rarefied bubbles can rise, leading to asymmetric structures about the interface. By comparing the calculations that use a VET versus the Eddington approximation, we demonstrate that anisotropy in the radiation field can affect the nonlinear development of RTI significantly. We also examine the disruption of a shell of cold gas being accelerated by strong radiation pressure, motivated by models of radiation driven outflows in ultraluminous infrared galaxies. We find that when the growth timescale of RTI is smaller than acceleration timescale, the amount of gas that would be pushed away by the radiation field is reduced due to RTI.

Bone mineral density and inflammatory and bone biomarkers after darunavir-ritonavir combined with either raltegravir or tenofovir-emtricitabine in antiretroviral-naive adults with HIV-1: a substudy of the NEAT001/ANRS143 randomised trial.

PubMed

Bernardino, Jose I; Mocroft, Amanda; Mallon, Patrick W; Wallet, Cedrick; Gerstoft, Jan; Russell, Charlotte; Reiss, Peter; Katlama, Christine; De Wit, Stephane; Richert, Laura; Babiker, Abdel; Buño, Antonio; Castagna, Antonella; Girard, Pierre-Marie; Chene, Genevieve; Raffi, Francois; Arribas, Jose R

2015-11-01

Osteopenia, osteoporosis, and low bone mineral density are frequent in patients with HIV. We assessed the 96 week loss of bone mineral density associated with a nucleoside or nucleotide reverse transcriptase inhibitor (NtRTI)-sparing regimen. Antiretroviral-naive adults with HIV were enrolled in 78 clinical sites in 15 European countries into a randomised (1:1), open-label, non-inferiority trial (NEAT001/ANRS143) assessing the efficacy and safety of darunavir (800 mg once per day) and ritonavir (100 mg once per day) plus either raltegravir (400 mg twice per day; NtRTI-sparing regimen) or tenofovir (245 mg once per day) and emtricitabine (200 mg once per day; standard regimen). For this bone-health substudy, 20 of the original sites in six countries participated, and any patient enrolled at one of these sites who met the following criteria was eligible: plasma viral loads greater than 1000 HIV RNA copies per mL and CD4 cell counts of fewer than 500 cells per μL, except in those with symptomatic HIV infection. Exclusion criteria included treatment for malignant disease, testing positive for hepatitis B virus surface antigen, pregnancy, creatinine clearance less than 60 mL per min, treatment for osteoporosis, systemic steroids, or oestrogen-replacement therapy. The two primary endpoints were the mean percentage changes in lumbar spine and total hip bone mineral density at week 48, assessed by dual energy x-ray absorptiometry (DXA) scans. We did the analysis with an intention-to-treat-exposed approach with antiretroviral modifications ignored. The parent trial is registered with ClinicalTrials.gov, number NCT01066962, and is closed to new participants. Between Aug 2, 2010, and April 18, 2011, we recruited 146 patients to the substudy, 70 assigned to the NtRTI-sparing regimen and 76 to the standard regimen. DXA data were available for 129, 121 and 107 patients at baseline, 48 and 96 weeks respectively. At week 48, the mean percentage loss in bone mineral density in the lumbar spine was greater in the standard group than in the NtRTI-sparing group (mean percentage change -2.49% vs -1.00%, mean percentage difference -1.49, 95% CI -2.94 to -0.04; p=0.046). Total hip bone mineral density loss was similarly greater at week 48 in the standard group than in the NtRTI-sparing group (mean percentage change -3.30% vs -0.73%; mean percentage difference -2.57, 95% CI -3.75 to -1.35; p<0.0001). Seven new fractures occurred during the trial (two in the NtRTI-sparing group and five in the standard group). A raltegravir-based regimen was associated with significantly less loss of bone mineral density than a standard regimen containing tenofovir disoproxil fumarate, and might be a treatment option for patients at high risk of osteopenia or osteoporosis who are not suitable for NtRTIs such as abacavir or tenofovir alafenamide. The European Union Sixth Framework Programme, Inserm-ANRS, Ministerio de Sanidad y Asuntos Sociales de España, Gilead Sciences, Janssen Pharmaceuticals, and Merck Laboratories. Copyright © 2015 Elsevier Ltd. All rights reserved.

Association between intensity modulated radiotherapy and survival in patients with stage III non-small cell lung cancer treated with chemoradiotherapy.

PubMed

Koshy, Matthew; Malik, Renuka; Spiotto, Michael; Mahmood, Usama; Rusthoven, Chad G; Sher, David J

2017-06-01

To determine the effect of radiotherapy (RT) technique on treatment compliance and overall survival (OS) in patients with stage III non-small lung cancer (NSCLC) treated with definitive chemoradiotherapy (CRT). This study included patients with stage III NSCLC in the National Cancer Database treated between 2003 and 2011 with definitive CRT to 60-63 Gray (Gy). Radiation treatment interruption (RTI) was defined as a break of ≥4 days. Treatment technique was dichotomized as intensity modulated (IMRT) or non-IMRT techniques. Out of the cohort of 7492, 35% had a RTI and 10% received IMRT. With a median follow-up of surviving patients of 32 months, the median survival for those with non-IMRT vs. IMRT was 18.2 months vs. 20 months (p<0.0001). Median survival for those with and without an RTI≥4 days was 16.1 months vs. 19.8 months (p<0.0001). Use of IMRT predicted for a decreased likelihood of RTI (odds ratio, 0.84, p=0.04). On multivariable analysis for OS, IMRT had a HR of 0.89 (95% CI: 0.80-0.98, p=0.01) and RTI had a HR of 1.2 (95% confidence interval (CI): 1.14-1.27, p=0.001). IMRT was associated with small but significant survival advantage for patients with stage III NSCLC treated with CRT. A RTI led to inferior survival, and both IMRT and RTI were independently associated with OS. Additional research should investigate whether improved tolerability, reduced normal tissue exposure, or superior coverage drives the association between IMRT and improved survival. Copyright © 2017 Elsevier B.V. All rights reserved.

Distribution of Trauma Care Facilities in Oman in Relation to High-Incidence Road Traffic Injury Sites: Pilot study.

PubMed

Al-Kindi, Sara M; Naiem, Ahmed A; Taqi, Kadhim M; Al-Gheiti, Najla M; Al-Toobi, Ikhtiyar S; Al-Busaidi, Nasra Q; Al-Harthy, Ahmed Z; Taqi, Alaa M; Ba-Alawi, Sharif A; Al-Qadhi, Hani A

2017-11-01

Road traffic injuries (RTIs) are considered a major public health problem worldwide. In Oman, high numbers of RTIs and RTI-related deaths are frequently registered. This study aimed to evaluate the distribution of trauma care facilities in Oman with regards to their proximity to RTI-prevalent areas. This descriptive pilot study analysed RTI data recorded in the national Royal Oman Police registry from January to December 2014. The distribution of trauma care facilities was analysed by calculating distances between areas of peak RTI incidence and the closest trauma centre using Google Earth and Google Maps software (Google Inc., Googleplex, Mountain View, California, USA). A total of 32 trauma care facilities were identified. Four facilities (12.5%) were categorised as class V trauma centres. Of the facilities in Muscat, 42.9% were ranked as class IV or V. There were no class IV or V facilities in Musandam, Al-Wusta or Al-Buraimi. General surgery, orthopaedic surgery and neurosurgery services were available in 68.8%, 59.3% and 12.5% of the centres, respectively. Emergency services were available in 75.0% of the facilities. Intensive care units were available in 11 facilities, with four located in Muscat. The mean distance between a RTI hotspot and the nearest trauma care facility was 34.7 km; however, the mean distance to the nearest class IV or V facility was 83.3 km. The distribution and quality of trauma care facilities in Oman needs modification. It is recommended that certain centres upgrade their levels of trauma care in order to reduce RTI-associated morbidity and mortality in Oman.

Evaluating the Impacts of Real-Time Information on Subway Ridership in New York City

DOT National Transportation Integrated Search

2018-05-21

It is now common for transit operators to provide real-time information (RTI) to passengers about the location or predicted arrival times of transit vehicles. The Metropolitan Transportation Authority (MTA) in New York City has recently made RTI avai...

State of Practice for Emerging Waste Conversion Technologies

EPA Science Inventory

RTI International (RTI) was contracted by the U.S. Environmental Protection Agency (EPA), Office of Research and Development to conduct research to prepare a “State of Practice” report to support State and local decision-makers on the subject of emerging waste conversion technolo...

Stable radiation pressure acceleration of ions by suppressing transverse Rayleigh-Taylor instability with multiple Gaussian pulses

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhou, M. L.; Liu, B.; Hu, R. H.

In the case of a thin plasma slab accelerated by the radiation pressure of an ultra-intense laser pulse, the development of Rayleigh-Taylor instability (RTI) will destroy the acceleration structure and terminate the acceleration process much sooner than theoretical limit. In this paper, a new scheme using multiple Gaussian pulses for ion acceleration in a radiation pressure acceleration regime is investigated with particle-in-cell simulation. We found that with multiple Gaussian pulses, the instability could be efficiently suppressed and the divergence of the ion bunch is greatly reduced, resulting in a longer acceleration time and much more collimated ion bunch with highermore » energy than using a single Gaussian pulse. An analytical model is developed to describe the suppression of RTI at the laser-plasma interface. The model shows that the suppression of RTI is due to the introduction of the long wavelength mode RTI by the multiple Gaussian pulses.« less

Early Administration of Azithromycin and Prevention of Severe Lower Respiratory Tract Illnesses in Preschool Children With a History of Such Illnesses

PubMed Central

Mauger, David T.; Boehmer, Susan; Beigelman, Avraham; Fitzpatrick, Anne M.; Jackson, Daniel J.; Baxi, Sachin N.; Benson, Mindy; Burnham, Carey-Ann D.; Cabana, Michael; Castro, Mario; Chmiel, James F.; Covar, Ronina; Daines, Michael; Gaffin, Jonathan M.; Gentile, Deborah Ann; Holguin, Fernando; Israel, Elliot; Kelly, H. William; Lazarus, Stephen C.; Lemanske, Robert F.; Ly, Ngoc; Meade, Kelley; Morgan, Wayne; Moy, James; Olin, Tod; Peters, Stephen P.; Phipatanakul, Wanda; Pongracic, Jacqueline A.; Raissy, Hengameh H.; Ross, Kristie; Sheehan, William J.; Sorkness, Christine; Szefler, Stanley J.; Teague, W. Gerald; Thyne, Shannon; Martinez, Fernando D.

2016-01-01

IMPORTANCE Many preschool children develop recurrent, severe episodes of lower respiratory tract illness (LRTI). Although viral infections are often present, bacteria may also contribute to illness pathogenesis. Strategies that effectively attenuate such episodes are needed. OBJECTIVE To evaluate if early administration of azithromycin, started prior to the onset of severe LRTI symptoms, in preschool children with recurrent severe LRTIs can prevent the progression of these episodes. DESIGN, SETTING, AND PARTICIPANTS A randomized, double-blind, placebo-controlled, parallel-group trial conducted across 9 academic US medical centers in the National Heart, Lung, and Blood Institute’s AsthmaNet network, with enrollment starting in April 2011 and follow-up complete by December 2014. Participants were 607 children aged 12 through 71 months with histories of recurrent, severe LRTIs and minimal day-to-day impairment. INTERVENTION Participants were randomly assigned to receive azithromycin (12 mg/kg/d for 5 days; n = 307) or matching placebo (n = 300), started early during each predefined RTI (child’s signs or symptoms prior to development of LRTI), based on individualized action plans, over a 12-through 18-month period. MAIN OUTCOMES AND MEASURES The primary outcome measure was the number of RTIs not progressing to a severe LRTI, measured at the level of the RTI, that would in clinical practice trigger the prescription of oral corticosteroids. Presence of azithromycin-resistant organisms in oropharyngeal samples, along with adverse events, were among the secondary outcome measures. RESULTS A total of 937 treated RTIs (azithromycin group, 473; placebo group, 464) were experienced by 443 children (azithromycin group, 223; placebo group, 220), including 92 severe LRTIs (azithromycin group, 35; placebo group, 57). Azithromycin significantly reduced the risk of progressing to severe LRTI relative to placebo (hazard ratio, 0.64 [95% CI, 0.41-0.98], P = .04; absolute risk for first RTI: 0.05 for azithromycin, 0.08 for placebo; risk difference, 0.03 [95% CI, 0.00-0.06]). Induction of azithromycin-resistant organisms and adverse events were infrequently observed. CONCLUSIONS AND RELEVANCE Among young children with histories of recurrent severe LRTIs, the use of azithromycin early during an apparent RTI compared with placebo reduced the likelihood of severe LRTI. More information is needed on the development of antibiotic-resistant pathogens with this strategy. PMID:26575060

Transition from orbital liquid to Jahn-Teller insulator in orthorhombic perovskites RTiO3.

PubMed

Cheng, J-G; Sui, Y; Zhou, J-S; Goodenough, J B; Su, W H

2008-08-22

Following the same strategy used for RVO3, thermal conductivity measurements have been made on a series of single-crystal perovskites RTiO3 (R=La,Nd,...,Yb). Results reveal explicitly a transition from an orbital liquid to an orbitally ordered phase at a magnetic transition temperature, which is common for both the antiferromagnetic and ferromagnetic phases in the phase diagram of RTiO3. This spin/orbital transition is consistent with the mode softening at T_{N} in antiferromagnetic LaTiO3 and is supported by an anomalous critical behavior at T_{c} in ferromagnetic YTiO3.

ENVIRONMENTAL TECHNOLOGY PROTOCOL VERIFICATION REPORT, EMISSIONS OF VOCS AND ALDEHYDES FROM COMMERCIAL FURNITURE (WITH APPENDICES)

EPA Science Inventory

As part of a U.S. Environmental Protection Agency Environmental Technology Verification program, the Research Triangle Institute (RTI) developed a test protocol for measuring volatile organic compounds and aldehydes in a large chamber. RTI convened stakeholders for the commercial...

Rayleigh-Taylor instability-fascinating gateway to the study of fluid dynamics

NASA Astrophysics Data System (ADS)

Benjamin, Robert F.

1999-09-01

A series of low-cost simple, "kitchen-physics" experiments demonstrates Rayleigh-Taylor Instability (RTI), the growth of ripples at an interface between fluids when the higher-density fluid is on top. We also describe the importance of RTI in ocean dynamics and commercial products.

RTI & Differentiated Reading in the K-8 Classroom

ERIC Educational Resources Information Center

Bender, William N.; Waller, Laura

2011-01-01

In "RTI & Differentiated Reading in the K-8 Classroom," the authors argue that whole-group reading instruction in general education classes is no longer an appropriate learning environment. They outline three innovations that educators can integrate to dramatically improve reading instruction from kindergarten through the upper elementary…

A systematic review of the health and social effects of menstrual hygiene management.

PubMed

Sumpter, Colin; Torondel, Belen

2013-01-01

Differing approaches to menstrual hygiene management (MHM) have been associated with a wide range of health and psycho-social outcomes in lower income settings. This paper systematically collates, summarizes and critically appraises the available evidence. Following the PRISMA guidelines a structured search strategy was used to identify articles investigating the effects of MHM on health and psycho-social outcomes. The search was conducted in May 2012 and had no date limit. Data was extracted and quality of methodology was independently assessed by two researchers. Where no measure of effect was provided, but sufficient data were available to calculate one, this was undertaken. Meta-analysis was conducted where sufficient data were available. 14 articles were identified which looked at health outcomes, primarily reproductive tract infections (RTI). 11 articles were identified investigating associations between MHM, social restrictions and school attendance. MHM was found to be associated with RTI in 7 papers. Methodologies however varied greatly and overall quality was low. Meta-analysis of a subset of studies found no association between confirmed bacterial vaginosis and MHM (OR: 1.07, 95% CI: 0.52-2.24). No other substantial associations with health outcomes were found. Although there was good evidence that educational interventions can improve MHM practices and reduce social restrictions there was no quantitative evidence that improvements in management methods reduce school absenteeism. The management of menstruation presents significant challenges for women in lower income settings; the effect of poor MHM however remains unclear. It is plausible that MHM can affect the reproductive tract but the specific infections, the strength of effect, and the route of transmission, remain unclear. There is a gap in the evidence for high quality randomised intervention studies which combine hardware and software interventions, in particular for better understanding the nuanced effect improving MHM may have on girls' attendance at school.

A Systematic Review of the Health and Social Effects of Menstrual Hygiene Management

PubMed Central

Sumpter, Colin; Torondel, Belen

2013-01-01

Background Differing approaches to menstrual hygiene management (MHM) have been associated with a wide range of health and psycho-social outcomes in lower income settings. This paper systematically collates, summarizes and critically appraises the available evidence. Methods Following the PRISMA guidelines a structured search strategy was used to identify articles investigating the effects of MHM on health and psycho-social outcomes. The search was conducted in May 2012 and had no date limit. Data was extracted and quality of methodology was independently assessed by two researchers. Where no measure of effect was provided, but sufficient data were available to calculate one, this was undertaken. Meta-analysis was conducted where sufficient data were available. Results 14 articles were identified which looked at health outcomes, primarily reproductive tract infections (RTI). 11 articles were identified investigating associations between MHM, social restrictions and school attendance. MHM was found to be associated with RTI in 7 papers. Methodologies however varied greatly and overall quality was low. Meta-analysis of a subset of studies found no association between confirmed bacterial vaginosis and MHM (OR: 1.07, 95% CI: 0.52–2.24). No other substantial associations with health outcomes were found. Although there was good evidence that educational interventions can improve MHM practices and reduce social restrictions there was no quantitative evidence that improvements in management methods reduce school absenteeism. Conclusion The management of menstruation presents significant challenges for women in lower income settings; the effect of poor MHM however remains unclear. It is plausible that MHM can affect the reproductive tract but the specific infections, the strength of effect, and the route of transmission, remain unclear. There is a gap in the evidence for high quality randomised intervention studies which combine hardware and software interventions, in particular for better understanding the nuanced effect improving MHM may have on girls’ attendance at school. PMID:23637945

77 FR 53257 - Medicare Program; Hospital Inpatient Prospective Payment Systems for Acute Care Hospitals and the...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-31

... Electronic Device (CIED) Procedures c. New Candidate HAC Condition: Iatrogenic Pneumothorax With Venous Catheterization 6. RTI Program Evaluation Summary a. RTI Analysis of FY 2011 POA Indicator Reporting Across.... Hospital Inpatient Quality Reporting (IQR) Program 1. Background a. History of Measures Adopted for the...

Environmental Technology Verification: Biological Inactivation Efficiency by HVAC In-Duct Ultraviolet Light Systems--American Ultraviolet Corporation, DC24-6-120 [EPA600etv08005

EPA Science Inventory

The Air Pollution Control Technology Verification Center (APCT Center) is operated by RTI International (RTI), in cooperation with EPA's National Risk Management Research Laboratory. The APCT Center conducts verifications of technologies that clean air in ventilation systems, inc...

Teacher Educators: Addressing the Needs of All Learners

ERIC Educational Resources Information Center

Cook, Ellen

2017-01-01

This qualitative dissertation examines how teacher preparation programs take up policy messages from two state agencies. These questions guided the study: (1) What are the messages about RTI and MTSS from the California Department of Education [CDE] and the California Commission on Teacher Credentialing [CCTC]; and (2) How are RtI and MTSS taken…

Response to Instruction in Preschool: Results of Two Randomized Studies with Children at Significant Risk of Reading Difficulties

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Phillips, Beth M.

2016-01-01

Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This article presents results of 2 studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially…

Signs and symptoms that precede wheezing in children with a pattern of moderate-to-severe intermittent wheezing.

PubMed

Rivera-Spoljaric, Katherine; Chinchilli, Vernon M; Camera, Lindsay J; Zeiger, Robert S; Paul, Ian M; Phillips, Brenda R; Taussig, Lynn M; Strunk, Robert C; Bacharier, Leonard B

2009-06-01

To examine parent-reported signs and symptoms as antecedents of wheezing in preschool children with previous moderate to severe wheezing episodes, and to determine the predictive capacity of these symptom patterns for wheezing events. Parents (n = 238) of children age 12 to 59 months with moderate-to-severe intermittent wheezing enrolled in a year-long clinical trial completed surveys that captured signs and symptoms at the start of a respiratory tract illness (RTI). Sensitivity, specificity, negative predictive value, and positive predictive value (PPV) for each symptom leading to wheezing during that RTI were calculated. The most commonly reported first symptom categories during the first RTI were "nose symptoms" (41%), "significant cough" (29%), and "insignificant cough" (13%). The most reliable predictor of subsequent wheezing was significant cough, which had a specificity of 78% and a PPV of 74% for predicting wheezing. Significant cough is the most reliable antecedent of wheezing during an RTI. It may be useful to consider individualized symptom patterns as a component of management plans intended to minimize wheezing episodes.

Hydrodynamic scaling of the deceleration-phase Rayleigh–Taylor instability

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bose, A., E-mail: abos@lle.rochester.edu; Woo, K. M.; Betti, R.

2015-07-15

The scaling of the deceleration phase of inertial fusion direct-drive implosions is investigated for OMEGA and National Ignition Facility (NIF)-size targets. It is shown that the deceleration-phase Rayleigh–Taylor instability (RTI) does not scale hydro-equivalently with implosion size. This is because ablative stabilization resulting from thermal conduction and radiation transport in a spherically converging geometry is different on the two scales. As a consequence, NIF-scale implosions show lower hot-spot density and mass ablation velocity, allowing for higher RTI growth. On the contrary, stabilization resulting from density-gradient enhancement, caused by reabsorption of radiation emitted from the hot spot, is higher on NIFmore » implosions. Since the RTI mitigation related to thermal conduction and radiation transport scale oppositely with implosion size, the degradation of implosion performance caused by the deceleration RTI is similar for NIF and OMEGA targets. It is found that a minimum threshold for the no-α Lawson ignition parameter of χ{sub Ω} ≈ 0.2 at the OMEGA scale is required to demonstrate hydro-equivalent ignition at the NIF scale for symmetric direct-drive implosions.« less

Hydrodynamic scaling of the deceleration-phase Rayleigh–Taylor instability

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bose, A.; Woo, K. M.; Nora, R.

2015-07-02

The scaling of the deceleration phase of inertial fusion direct-drive implosions is investigated for OMEGA and National Ignition Facility (NIF)-size targets. It is shown that the deceleration-phase Rayleigh–Taylor instability (RTI) does not scale hydro-equivalently with implosion size. This is because ablative stabilization resulting from thermal conduction and radiation transport in a spherically converging geometry is different on the two scales. As a consequence, NIF-scale implosions show lower hot-spot density and mass ablation velocity, allowing for higher RTI growth. On the contrary, stabilization resulting from density-gradient enhancement, caused by reabsorption of radiation emitted from the hot spot, is higher on NIFmore » implosions. Since the RTI mitigation related to thermal conduction and radiation transport scale oppositely with implosion size, the degradation of implosion performance caused by the deceleration RTI is similar for NIF and OMEGA targets. It is found that a minimum threshold for the no-α Lawson ignition parameter of ΧΩ ≈ 0.2 at the OMEGA scale is required to demonstrate hydro-equivalent ignition at the NIF scale for symmetric direct-drive implosions.« less

Characterizing molecular probes for diffusion measurements in the brain

PubMed Central

Kaur, Gurjinder; Hrabetova, Sabina; Guilfoyle, David N.; Nicholson, Charles; Hrabe, Jan

2008-01-01

Brain diffusion properties are at present most commonly evaluated by magnetic resonance (MR) diffusion imaging. MR cannot easily distinguish between the extracellular and intracellular signal components, but the older technique of Real-Time Iontophoresis (RTI) detects exclusively extracellular diffusion. Interpretation of the MR results would therefore benefit from auxiliary RTI measurements. This requires a molecular probe detectable by both techniques. Our aim was to specify a minimum set of requirements that such a diffusion probe should fulfill and apply it to two candidate probes: the cation tetramethylammonium (TMA+), used routinely in the RTI experiments, and the anion hexafluoroantimonate (SbF6−). Desirable characteristics of a molecular diffusion probe include predictable diffusion properties, stability, minimum interaction with cellular physiology, very slow penetration into the cells, and sufficiently strong and selective MR and RTI signals. These properties were evaluated using preparations of rat neocortical slices under normal and ischemic conditions, as well as solutions and agarose gel. While both molecules can be detected by MR and RTI, neither proved an ideal candidate. TMA+ was very stable but it penetrated into the cells and accumulated there within tens of minutes. SbF6− did not enter the cells as readily but it was not stable, particularly in ischemic tissue and at higher temperatures. Its presence also resulted in a decreased extracellular volume. These probe properties help to interpret previously published MR data on TMA+ diffusion and might play a role in other diffusion experiments obtained with them. PMID:18466980

Asymptotic behavior of the mixed mass in Rayleigh–Taylor and Richtmyer–Meshkov instability induced flows

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhou, Ye; Cabot, William H.; Thornber, Ben

Rayleigh–Taylor instability (RTI) and Richtmyer–Meshkov instability (RMI) are serious practical issues in inertial confinement fusion research, and also have relevance to many cases of astrophysical fluid dynamics. So far, much of the attention has been paid to the late-time scaling of the mixed width, which is used as a surrogate to how well the fluids have been mixed. Yet, the actual amount of mixed mass could be viewed as a more direct indicator on the evolution of the mixing layers due to hydrodynamic instabilities. Despite its importance, there is no systematic study as yet on the scaling of the mixedmore » mass for either the RTI or the RMI induced flow. In this article, the normalized mixed mass (Ψ) is introduced for measuring the efficiency of the mixed mass. Six large numerical simulation databases have been employed: the RTI cases with heavy-to-light fluid density ratios of 1.5, 3, and 9; the single shock RMI cases with density ratios of 3 and 20; and a reshock RMI case with density ratio of 3. Using simulated flow fields, the normalized mixed mass Ψ is shown to be more sensitive in discriminating the variation with Atwood number for the RTI flows. Moreover, Ψ is demonstrated to provide more consistent results for both the RTI and RMI flows when compared with the traditional mixedness parameters, Ξ and Θ.« less

Smoke-free legislation and paediatric hospitalisations for acute respiratory tract infections: national quasi-experimental study with unexpected findings and important methodological implications.

PubMed

Been, Jasper V; Mackay, Daniel F; Millett, Christopher; Soyiri, Ireneous; van Schayck, Constant P; Pell, Jill P; Sheikh, Aziz

2017-10-27

We investigated whether Scottish implementation of smoke-free legislation was associated with a reduction in unplanned hospitalisations or deaths ('events') due to respiratory tract infections (RTIs) among children. Interrupted time series (ITS). Children aged 0-12 years living in Scotland during 1996-2012. National comprehensive smoke-free legislation (March 2006). Acute RTI events in the Scottish Morbidity Record-01 and/or National Records of Scotland Death Records. 135 134 RTI events were observed over 155 million patient-months. In our prespecified negative binomial regression model accounting for underlying temporal trends, seasonality, sex, age group, region, urbanisation level, socioeconomic status and seven-valent pneumococcal vaccination status, smoke-free legislation was associated with an immediate rise in RTI events (incidence rate ratio (IRR)=1.24, 95% CI 1.20 to 1.28) and an additional gradual increase (IRR=1.05/year, 95% CI 1.05 to 1.06). Given this unanticipated finding, we conducted a number of post hoc exploratory analyses. Among these, automatic break point detection indicated that the rise in RTI events actually preceded the smoke-free law by 16 months. When accounting for this break point, smoke-free legislation was associated with a gradual decrease in acute RTI events: IRR=0.91/year, 95% CI 0.87 to 0.96. Our prespecified ITS approach suggested that implementation of smoke-free legislation in Scotland was associated with an increase in paediatric RTI events. We were concerned that this result, which contradicted published evidence, was spurious. The association was indeed reversed when accounting for an unanticipated antecedent break point in the temporal trend, suggesting that the legislation may in fact be protective. ITS analyses should be subjected to comprehensive robustness checks to assess consistency. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Predictors of road traffic accident, road traffic injury and death among commercial motorcyclists in an urban area of Nigeria.

PubMed

Adogu, P O U; Ilika, A L; Asuzu, A L

2009-01-01

Road traffic accidents, injuries and deaths remain important public health problems in both developed and developing countries. These problems have since escalated with the introduction of the new phenomenon of commercial motorcycle transportation such as is found in the urbanizing slum of Nnewi, Anambra state of Nigeria. Using a semi-structured, interviewer-administered questionnaire, relevant data on socio-demographic and motorcycle characteristics were collected from a sample of 291 commercial motorcyclists selected by systematic sampling technique. Data on RTA, RTI and death were also collected from them overa period of three months. The result showed that young commercial motorcyclists {<30 years of age}, experienced higher fatal injury rate than older ones {> or =30 years of age}, {p < 0.01}. Motorcyclists with some formal education experienced RTA and RTI incidence rates that were significantly lower than those of motorcyclists with no formal education, {p < 0.01}. In the same vein, medical condition and social vices such as alcohol intake among the motorcyclists were found to be obvious predictors of RTA, RTI and death. Furthermore, motorcyclists who used >100 cc engine capacity motorcycles had significantly higher RTA incidence rate {478.8/100 MCY}, RTI rate {223.2/100 MCY} and FIR {410/100 MCY} than users of <100 cc engine motorcycles who recorded RTA incidence of 258.9/100 MCY, RTI rate of 49/100 MCY and zero fatal injury respectively {p < 0.01, p < 0.001, p < 0.001 respectively}. A careful consideration of all these predictors individually and collectively, will enable stakeholders in transport industry plan effective RTA, RTI and death control measures. Rather than an outright ban of motorcycle transportation, evening classes can be organized for the motorcyclists at subsidized rates to improve their literacy levels to run side by side with road safety informational lessons delivered at their places of work.

[An epidemiological survey on reproductive track infection and the investigation on syndromic approach on vaginal discharge].

PubMed

Liu, Min; Zeng, Guang; Zhang, Linghua; Liu, Zhiqiang; Li, Shiqin

2002-12-01

To investigate the reproductive track infection (RTI) situation and risk factors for cervical infection (Neisseria gonorrhoeae or Chlamydia trachomatis) among different kinds of women of childbearing age in Shenzhen city, China. To assess the feasibility of the syndromic approach for vaginal discharge. The survey was administrated to 4,744 eligible women in Shenzhen city during October 2001 and April 2002. The subjects included three different kinds of population: 3,895 cases of general population, 438 STD/gynecological clinic outpatients and 411 people with high risk behavior. Gynaecologic examination and RTI laboratory diagnosis were performed for each subject. PCR method-based test was used to detect the Neisseria gonorrhoeae and Chlamydia trachomatis infection. Standardized questionnaire were designed to collect the information about RTI related behaviors, and history of marriage and child bearing, et al. The risk factors, symptoms and signs of cervical infection were analyzed. Syndromic approach was established and its feasibility was assessed. 27.6% of women in Shenzhen were infected with at least one kind of RTI, including 5.0% with cervical infection. The risk factors for cervical infection were: individuals having had new sex partner within last 3 months (OR = 1.6, 95% CI: 1.1 - 2.4), having had the experience of abortion (OR = 1.6, 95% CI: 1.1 - 2.4), aged 25 or less (OR = 1.6, 95% CI: 1.1 - 2.4) and never using condom during sex intercourse (OR = 1.7, 95% CI: 1.1 - 2.4). The sensitivity of syndromic approach of risk assessment and signs for cervical infection among general population was 63.8%, while specificity was 55.1% with the positive predictive value 7.0%. RTI infection was common among all three kinds of childbearing women in Shenzhen city. The prevalence of RTI was the highest among high risk population, followed by STD/gynecological clinic outpatients. The efficacy of syndromic approach for cervical infection in general population was not ideal.

Clinical and microbiological evaluation of travel-associated respiratory tract infections in travelers returning from countries affected by pandemic A(H1N1) 2009 influenza.

PubMed

Jauréguiberry, Stéphane; Boutolleau, David; Grandsire, Eric; Kofman, Tomek; Deback, Claire; Aït-Arkoub, Zaïna; Bricaire, François; Agut, Henri; Caumes, Eric

2012-01-01

Although acute respiratory tract infections (RTI) have been recognized as a significant cause of illness in returning travelers, few studies have specifically evaluated the etiologies of RTI in this population. This prospective investigation evaluated travelers returning from countries with endemic influenza A(H1N1) 2009, and who were seen in our department at the onset of the outbreak (April-July 2009). Patients were included if they presented with signs of RTI that occurred during travel or less than 7 days after return from overseas travel. Patients were evaluated for microbial agents with RespiFinder plus assay, and throat culture according to clinical presentation. A total of 113 travelers (M/F ratio 1.2:1; mean age 39 y) were included. They were mainly tourists (n = 50; 44.2%) mostly returning from North America (n = 65; 58%) and Mexico (n = 21; 18.5%). The median duration of travel was 23 days (range 2-540 d). The median lag time between return and onset of illness was 0.2 days (range 10 d prior to 7 d after). The main clinical presentation of RTI was influenza-like illness (n = 76; 67.3%). Among the 99 microbiologically evaluated patients, a pathogen was found by polymerase chain reaction (PCR) or throat culture in 65 patients (65.6%). The main etiological agents were influenza A(H1N1) 2009 (18%), influenza viruses (14%), and rhinovirus (20%). A univariate analysis was unable to show variables associated with influenza A(H1N1) 2009, whereas rhinorrhea was associated with viruses other than influenza (p = 0.04). Despite the A(H1N1) 2009 influenza pandemic, rhinovirus and other influenza viruses were also frequent causes of RTI in overseas travelers. Real-time reverse transcription-PCR and nasopharyngeal swab cultures are useful diagnostic tools for evaluating travelers with RTI. © 2011 International Society of Travel Medicine.

The requirements and challenges in preventing of road traffic injury in Iran. A qualitative study.

PubMed

Khorasani-Zavareh, Davoud; Mohammadi, Reza; Khankeh, Hamid Reza; Laflamme, Lucie; Bikmoradi, Ali; Haglund, Bo J A

2009-12-23

Road traffic injuries (RTIs) are a major public health problem, especially in low- and middle-income countries. Among middle-income countries, Iran has one of the highest mortality rates from RTIs. Action is critical to combat this major public health problem. Stakeholders involved in RTI control are of key importance and their perceptions of barriers and facilitators are a vital source of knowledge. The aim of this study was to explore barriers to the prevention of RTIs and provide appropriate suggestions for prevention, based on the perceptions of stakeholders, victims and road-users as regards RTIs. Thirty-eight semi-structured interviews were conducted with informants in the field of RTI prevention including: police officers; public health professionals; experts from the road administrators; representatives from the General Governor, the car industry, firefighters; experts from Emergency Medical Service and the Red Crescent; and some motorcyclists and car drivers as well as victims of RTIs. A qualitative approach using grounded theory method was employed to analyze the material gathered. The core variable was identified as "The lack of a system approach to road-user safety". The following barriers in relation to RTI prevention were identified as: human factors; transportation system; and organizational coordination. Suggestions for improvement included education (for the general public and targeted group training), more effective legislation, more rigorous law enforcement, improved engineering in road infrastructure, and an integrated organization to supervise and coordinate preventive activities. The major barriers identified in this study were human factors and efforts to change human behaviour were suggested by means of public education campaigns and stricter law enforcement. However, the lack of a system approach to RTI prevention was also an important concern. There is an urgent need for both an integrated system to coordinate RTI activities and prevention and a major change in stakeholders' attitudes towards RTI prevention. The focus of all activities should take place on road users' safety.

The Legal Dimension of RTI--Confusion Confirmed: A Response to Walker and Daves

ERIC Educational Resources Information Center

Zirkel, Perry A.

2012-01-01

In this issue of "Learning Disability Quarterly" (LDQ), Professors Daves and Walker reply to my earlier LDQ article on confusion in the cases and commentary about the legal dimension of RTI. In this brief rejoinder, I show that their reply confirms rather than resolves the confusion in their original commentary in 2010. This persistent…

National Study of Postsecondary Faculty (NSOPF:04) Field Test Methodology Report, 2004. Working Paper Series. NCES 2004-01

ERIC Educational Resources Information Center

Heuer, R. E.; Cahalan, M.; Fahimi, M.; Curry-Tucker, J. L.; Carley-Baxter, L.; Curtin, T. R.; Hinsdale, M.; Jewell, D. M.; Kuhr, B. D.; McLean, L.

2004-01-01

The 2004 National Study of Postsecondary Faculty (NSOPF:04), conducted by RTI International (RTI) and sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES), is a nationally representative study that collects data regarding the characteristics, workload, and career paths of full- and part-time…

Wave Energy Prize - 1/50th Testing - RTI Wave Power

DOE Data Explorer

Wesley Scharmen

2015-12-18

This submission of data includes all the 1/50th scale testing data completed on the Wave Energy Prize for the RTI Wave Power team, and includes: 1/50th test data (raw & processed) 1/50th test data video and pictures 1/50th Test plans and testing documents SSTF_Submission (summarized results)

NHEXAS PHASE I REGION 5 STUDY--STANDARD OPERATING PROCEDURE--NHEXAS FILTER HANDLING, WEIGHING AND ARCHIVING PROCEDURES FOR AEROSOL SAMPLES (RTI/ACS-AP-209-011)

EPA Science Inventory

This protocol describes the procedures for weighing, handling, and archiving aerosol filters and for managing the associated analytical and quality assurance data. Filter samples were weighed for aerosol mass at RTI laboratory, with only the automated field sampling data transfer...

Tobacco use: prevention, cessation, and control.

PubMed

Ranney, Leah; Melvin, Cathy; Lux, Linda; McClain, Erin; Morgan, Laura; Lohr, Kathleen N

2006-06-01

The RTI International-University of North Carolina at Chapel Hill Evidence-based Practice Center (RTI-UNC EPC) systematically reviewed the evidence on (a) the effectiveness of community- and population-based interventions to prevent tobacco use and to increase consumer demand for and implementation of effective cessation interventions; (b) the impacts of smokeless tobacco marketing on smoking, use of those products, and population harm; and (c) the directions for future research. We searched MEDLINE, Cumulative Index to Nursing and Applied Health (CINAHL), Cochrane libraries, Cochrane Clinical Trials Register, Psychological Abstracts, and Sociological Abstracts from January 1980 through June 10, 2005. We included English-language randomized controlled trials, other trials, and observational studies, with sample size and follow-up restrictions. We used 13 Cochrane Collaboration systematic reviews, 5 prior systematic reviews, and 2 meta-analyses as the foundation for this report. Trained reviewers abstracted detailed data from included articles into evidence tables and completed quality assessments; other senior reviewers confirmed accuracy and resolved disagreements. We identified 1,288 unique abstracts; 642 did not meet inclusion criteria, 156 overlapped with prior reviews, and 2 were not published articles. Of 488 full-text articles retrieved and reviewed, we excluded 298 for several reasons, marked 88 as background, and retained 102. Evidence (consistent with previous reviews) showed that (a) school-based prevention interventions have short-term (but not long-term) effects on adolescents; (b) multicomponent approaches, including telephone counseling, increase the number of users who attempt to quit; (c) self-help strategies alone are ineffective, but counseling and pharmacotherapy used either alone or in combination can improve success rates of quit attempts; and (d) provider training and academic detailing improve provider delivery of cessation treatments, but evidence is insufficient to show that these approaches yield higher quit rates. New evidence was insufficient to address the following: (a) effectiveness of population-based prevention interventions; (b) effectiveness of provider-based interventions to reduce tobacco initiation; (c) effectiveness of community- and provider-based interventions to increase use of proven cessation strategies; (d) effectiveness of marketing campaigns to switch tobacco users from smoking to smokeless tobacco products; and (e) effectiveness of interventions in populations with comorbidities and risk behaviors (e.g., depression, substance and alcohol abuse). No evidence was available on the way in which smokeless tobacco product marketing affects population harm. The evidence base has notable gaps and numerous study deficiencies. We found little information to address some of the issues that previous authoritative reviews had not covered, some information to substantiate earlier conclusions and recommendations from those reviews, and no evidence that would overturn any previous recommendations.

How to Use Equipment Specifications to Predict Measurement Uncertainty An Example Using Tunnels A, B and C Data System

DTIC Science & Technology

2012-06-01

µV RTI (relative to input) or ±1.0 mV RTO (relative to output). On a gain of 1,000, this is ±2.0 mV or ±0.02% FS and is a systematic error. Zero...Stability, Time: ±5 µV RTI, ±1.0 mV RTO . On a gain of 1,000, this is ±6 mV or ±0.06% FS. However, since the manufacturer’s specification is for 1-year...This is a random error assumed to be normally distributed. Zero Stability, Temperature: ±1 µV RTI, ±0.2 mV RTO /°C. On a gain of 1,000 and for a

Direct simulation Monte Carlo investigation of the Richtmyer-Meshkov instability

DOE PAGES

Gallis, Michail A.; Koehler, Timothy P.; Torczynski, John R.; ...

2015-08-14

The Rayleigh-Taylor instability (RTI) is investigated using the Direct Simulation Monte Carlo (DSMC) method of molecular gas dynamics. Here, fully resolved two-dimensional DSMC RTI simulations are performed to quantify the growth of flat and single-mode perturbed interfaces between two atmospheric-pressure monatomic gases as a function of the Atwood number and the gravitational acceleration. The DSMC simulations reproduce all qualitative features of the RTI and are in reasonable quantitative agreement with existing theoretical and empirical models in the linear, nonlinear, and self-similar regimes. At late times, the instability is seen to exhibit a self-similar behavior, in agreement with experimental observations. Formore » the conditions simulated, diffusion can influence the initial instability growth significantly.« less

The radiobrightness thermal inertia measure of soil moisture

NASA Technical Reports Server (NTRS)

England, Anthony W.; Galantowicz, John F.; Schretter, Mindy S.

1992-01-01

Radiobrightness thermal inertia (RTI) is proposed as a method for using day-night differences in satellite-sensed radiobrightness to monitor the moisture of Great Plains soils. Diurnal thermal and radiobrightness models are used to examine the sensitivity of the RTI method. Model predictions favor use of the 37.0 and 85.5 GHz, H-polarized channels of the Special Sensor Microwave/Imager (SSM/I). The model further predicts that overflight times near 2:00 AM/PM would be nearly optimal for RTI, that midnight/noon and 4:00 AM/PM are nearly as good, but that the 6:00 AM/PM overflight times of the current SSM/I are particularly poor. Data from the 37.0 GHz channel of the Scanning Multichannel Microwave Radiometer (SMMR) are used to demonstrate that the method is plausible.

The RTI Daily Planning Book, K-6: Tools and Strategies for Collecting and Assessing Reading Data & Targeted Follow-Up Instruction

ERIC Educational Resources Information Center

Owocki, Gretchen

2010-01-01

Children's needs differ so vastly that a single program designed to support numerous students can only do so much. More than anything else, students need to use professional expertise to unravel their needs and to plan instruction that is directly responsive. This book makes exemplary RTI possible in every reading classroom. The author gives you…

Recognition & Response: Developing and Evaluating a Model of RTI for Pre-K

ERIC Educational Resources Information Center

Buysse, Virginia; Peisner-Feinberg, Ellen; Burchinal, Margaret

2012-01-01

The Recognition & Response (R&R) model was developed and is being validated by a research team at the FPG Child Development Institute at the University of North Carolina at Chapel Hill. R&R has generated widespread attention in the early childhood field as a promising RTI model for pre-k (see entire issue of NHSA Dialog, Volume 12[3],…

Novel models and algorithms of load balancing for variable-structured collaborative simulation under HLA/RTI

NASA Astrophysics Data System (ADS)

Yue, Yingchao; Fan, Wenhui; Xiao, Tianyuan; Ma, Cheng

2013-07-01

High level architecture(HLA) is the open standard in the collaborative simulation field. Scholars have been paying close attention to theoretical research on and engineering applications of collaborative simulation based on HLA/RTI, which extends HLA in various aspects like functionality and efficiency. However, related study on the load balancing problem of HLA collaborative simulation is insufficient. Without load balancing, collaborative simulation under HLA/RTI may encounter performance reduction or even fatal errors. In this paper, load balancing is further divided into static problems and dynamic problems. A multi-objective model is established and the randomness of model parameters is taken into consideration for static load balancing, which makes the model more credible. The Monte Carlo based optimization algorithm(MCOA) is excogitated to gain static load balance. For dynamic load balancing, a new type of dynamic load balancing problem is put forward with regards to the variable-structured collaborative simulation under HLA/RTI. In order to minimize the influence against the running collaborative simulation, the ordinal optimization based algorithm(OOA) is devised to shorten the optimization time. Furthermore, the two algorithms are adopted in simulation experiments of different scenarios, which demonstrate their effectiveness and efficiency. An engineering experiment about collaborative simulation under HLA/RTI of high speed electricity multiple units(EMU) is also conducted to indentify credibility of the proposed models and supportive utility of MCOA and OOA to practical engineering systems. The proposed research ensures compatibility of traditional HLA, enhances the ability for assigning simulation loads onto computing units both statically and dynamically, improves the performance of collaborative simulation system and makes full use of the hardware resources.

Identification of cultural determinants of antibiotic use cited in primary care in Europe: a mixed research synthesis study of integrated design "Culture is all around us".

PubMed

Touboul-Lundgren, Pia; Jensen, Siri; Drai, Johann; Lindbæk, Morten

2015-09-17

Inappropriate antibiotic prescribing, particularly for respiratory tract infections (RTI) in ambulatory care, has become a worldwide public health threat due to resulting antibiotic resistance. In spite of various interventions and campaigns, wide variations in antibiotic use persist between European countries. Cultural determinants are often referred to as a potential cause, but are rarely defined. To our knowledge, so far no systematic literature review has focused on cultural determinants of antibiotic use. The aim of this study was to identify cultural determinants, on a country-specific level in ambulatory care in Europe, and to describe the influence of culture on antibiotic use, using a framework of cultural dimensions. A computer-based systematic literature review was conducted by two research teams, in France and in Norway. Eligible publications included studies exploring antibiotic use in primary care in at least two European countries based on primary study results, featuring a description of cultural determinants, and published between 1997 and 2015. Quality assessment was conducted independently by two researchers, one in each team, using appropriate checklists according to study design. Each included paper was characterized according to method, countries involved, sampling and main results, and cultural determinants mentioned in each selected paper were extracted, described and categorized. Finally, the influence of Hofstede's cultural dimensions associated with antibiotic consumption within a primary care setting was described. Among 24 eligible papers, 11 were rejected according to exclusion criteria. Overall, 13 papers meeting the quality assessment criteria were included, of which 11 used quantitative methods and two qualitative or mixed methods. The study participants were patients (nine studies) and general practitioners (two studies). This literature review identified various cultural determinants either patient-related (illness perception/behaviour, health-seeking behaviour, previous experience, antibiotic awareness, drug perception, diagnosis labelling, work ethos, perception of practitioner) or practitioner-related (RTI management, initial training, antibiotic awareness, legal issues, practice context) or both (antibiotic awareness). Cultural factors should be considered as exerting an ubiquitous influence on all the consecutive stages of the disease process and seem closely linked to education. Interactions between determinant categories, cultural dimensions and antibiotic use in primary care are multiple, complex and require further investigation within overlapping disciplines. The context of European projects seems particularly relevant.

Confidence intervals for single-case effect size measures based on randomization test inversion.

PubMed

Michiels, Bart; Heyvaert, Mieke; Meulders, Ann; Onghena, Patrick

2017-02-01

In the current paper, we present a method to construct nonparametric confidence intervals (CIs) for single-case effect size measures in the context of various single-case designs. We use the relationship between a two-sided statistical hypothesis test at significance level α and a 100 (1 - α) % two-sided CI to construct CIs for any effect size measure θ that contain all point null hypothesis θ values that cannot be rejected by the hypothesis test at significance level α. This method of hypothesis test inversion (HTI) can be employed using a randomization test as the statistical hypothesis test in order to construct a nonparametric CI for θ. We will refer to this procedure as randomization test inversion (RTI). We illustrate RTI in a situation in which θ is the unstandardized and the standardized difference in means between two treatments in a completely randomized single-case design. Additionally, we demonstrate how RTI can be extended to other types of single-case designs. Finally, we discuss a few challenges for RTI as well as possibilities when using the method with other effect size measures, such as rank-based nonoverlap indices. Supplementary to this paper, we provide easy-to-use R code, which allows the user to construct nonparametric CIs according to the proposed method.

NASA technology applications team: Applications of aerospace technology

NASA Technical Reports Server (NTRS)

1993-01-01

This report covers the activities of the Research Triangle Institute (RTI) Technology Applications Team for the period 1 October 1992 through 30 September 1993. The work reported herein was supported by the National Aeronautics and Space Administration (NASA), Contract No. NASW-4367. Highlights of the RTI Applications Team activities over the past year are presented in Section 1.0. The Team's progress in fulfilling the requirements of the contract is summarized in Section 2.0. In addition to our market-driven approach to applications project development, RTI has placed increased effort on activities to commercialize technologies developed at NASA Centers. These Technology Commercialization efforts are summarized in Section 3.0. New problem statements prepared by the Team in the reporting period are presented in Section 4.0. The Team's transfer activities for ongoing projects with the NASA Centers are presented in Section 5.0. Section 6.0 summarizes the status of four add-on tasks. Travel for the reporting period is described in Section 7.0. The RTI Team staff and consultants and their project responsibilities are listed in Appendix A. Appendix B includes Technology Opportunity Announcements and Spinoff! Sheets prepared by the Team while Appendix C contains a series of technology transfer articles prepared by the Team.

Roles of bulk viscosity on Rayleigh-Taylor instability: Non-equilibrium thermodynamics due to spatio-temporal pressure fronts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sengupta, Tapan K., E-mail: tksen@iitk.ac.in; Bhole, Ashish; Shruti, K. S.

Direct numerical simulations of Rayleigh-Taylor instability (RTI) between two air masses with a temperature difference of 70 K is presented using compressible Navier-Stokes formulation in a non-equilibrium thermodynamic framework. The two-dimensional flow is studied in an isolated box with non-periodic walls in both vertical and horizontal directions. The non-conducting interface separating the two air masses is impulsively removed at t = 0 (depicting a heaviside function). No external perturbation has been used at the interface to instigate the instability at the onset. Computations have been carried out for rectangular and square cross sections. The formulation is free of Boussinesq approximationmore » commonly used in many Navier-Stokes formulations for RTI. Effect of Stokes’ hypothesis is quantified, by using models from acoustic attenuation measurement for the second coefficient of viscosity from two experiments. Effects of Stokes’ hypothesis on growth of mixing layer and evolution of total entropy for the Rayleigh-Taylor system are reported. The initial rate of growth is observed to be independent of Stokes’ hypothesis and the geometry of the box. Following this stage, growth rate is dependent on the geometry of the box and is sensitive to the model used. As a consequence of compressible formulation, we capture pressure wave-packets with associated reflection and rarefaction from the non-periodic walls. The pattern and frequency of reflections of pressure waves noted specifically at the initial stages are reflected in entropy variation of the system.« less

An HLA-Based Approach to Quantify Achievable Performance for Tactical Edge Applications

DTIC Science & Technology

2011-05-01

in: Proceedings of the 2002 Fall Simulation Interoperability Workshop, 02F- SIW -068, Nov 2002. [16] P. Knight, et al. ―WBT RTI Independent...Benchmark Tests: Design, Implementation, and Updated Results‖, in: Proceedings of the 2002 Spring Simulation Interoperability Workshop, 02S- SIW -081, March...Interoperability Workshop, 98F- SIW -085, Nov 1998. [18] S. Ferenci and R. Fujimoto. ―RTI Performance on Shared Memory and Message Passing Architectures‖, in

Disentangling age–gender interactions associated with risks of fatal and non-fatal road traffic injuries in the Sultanate of Oman

PubMed Central

Al-Aamri, Amira K; Padmadas, Sabu S; Zhang, Li-Chun; Al-Maniri, Abdullah A

2017-01-01

Objective Road traffic injuries (RTIs) are the leading cause of disability-adjusted life years lost in Oman, Saudi Arabia and United Arab Emirates. Injury prevention strategies often overlook the interaction of individual and behavioural risk factors in assessing the severity of RTI outcomes. We conducted a systematic investigation of the underlying interactive effects of age and gender on the severity of fatal and non-fatal RTI outcomes in the Sultanate of Oman. Methods We used the Royal Oman Police national database of road traffic crashes for the period 2010–2014. Our study was based on 35 785 registered incidents: of these, 10.2% fatal injuries, 6.2% serious, 27.3% moderate, 37.3% mild injuries and 19% only vehicle damage but no human injuries. We applied a generalised ordered logit regression to estimate the effect of age and gender on RTI severity, controlling for risk behaviours, personal characteristics, vehicle, road, traffic, environment conditions and geographical location. Results The most dominant group at risk of all types of RTIs was young male drivers. The probability of severe incapacitating injuries was the highest for drivers aged 25–29 (26.6%) years, whereas the probability of fatal injuries was the highest for those aged 20–24 (26.9%) years. Analysis of three-way interactions of age, gender and causes of crash show that overspeeding was the primary cause of different types of RTIs. In particular, the probability of fatal injuries among male drivers attributed to overspeeding ranged from 3%–6% for those aged 35 years and above to 13.4% and 17.7% for those aged 25–29 years and 20–24 years, respectively. Conclusions The high burden of severe and fatal RTIs in Oman was primarily attributed to overspeed driving behaviour of young male drivers in the 20–29 years age range. Our findings highlight the critical need for designing early gender-sensitive road safety interventions targeting young male and female drivers. PMID:29018585

The Effect of the Dynamic Skills Protocol RTI Model on Reading Achievement in an Elementary School and the Predictive Validity of Phonics Screening Measures Implemented in the Model

ERIC Educational Resources Information Center

Laben, Joyce

2012-01-01

With the implementation of RTI, educators are attempting to find models that are the best fit for their schools. The problem solving and standard protocol models are the two most common. This study of 65 students examines a new model, the dynamic skills protocol implemented in an elementary school starting in their fourth quarter of kindergarten…

Quantification of Listeria monocytogenes in minimally processed leafy vegetables using a combined method based on enrichment and 16S rRNA real-time PCR.

PubMed

Aparecida de Oliveira, Maria; Abeid Ribeiro, Eliana Guimarães; Morato Bergamini, Alzira Maria; Pereira De Martinis, Elaine Cristina

2010-02-01

Modern lifestyle markedly changed eating habits worldwide, with an increasing demand for ready-to-eat foods, such as minimally processed fruits and leafy greens. Packaging and storage conditions of those products may favor the growth of psychrotrophic bacteria, including the pathogen Listeria monocytogenes. In this work, minimally processed leafy vegetables samples (n = 162) from retail market from Ribeirão Preto, São Paulo, Brazil, were tested for the presence or absence of Listeria spp. by the immunoassay Listeria Rapid Test, Oxoid. Two L. monocytogenes positive and six artificially contaminated samples of minimally processed leafy vegetables were evaluated by the Most Probable Number (MPN) with detection by classical culture method and also culture method combined with real-time PCR (RTi-PCR) for 16S rRNA genes of L. monocytogenes. Positive MPN enrichment tubes were analyzed by RTi-PCR with primers specific for L. monocytogenes using the commercial preparation ABSOLUTE QPCR SYBR Green Mix (ABgene, UK). Real-time PCR assay presented good exclusivity and inclusivity results and no statistical significant difference was found in comparison with the conventional culture method (p < 0.05). Moreover, RTi-PCR was fast and easy to perform, with MPN results obtained in ca. 48 h for RTi-PCR in comparison to 7 days for conventional method.

A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model.

PubMed

Hooper, Stephen R; Costa, Lara-Jeane C; McBee, Matthew; Anderson, Kathleen L; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B

2013-04-01

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n=138), and then randomized into treatment (n=68) versus business-as-usual conditions (n=70). A typical group also was included (n=67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students.