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Field Studies of RTI Effectiveness Idaho Results-Based Model (RBM)Study Citation
Callender, W. A. (2007). The Idaho results-based model: Implementing response to intervention statewide. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 331–342). New York: Springer. Program Description
The Idaho results-based model (RBM) is a combination of a problem-solving model and a standard-protocol model. Its purpose is to provide strategic interventions (standard protocol) and intensive interventions (problem solving) in the context of instruction, curriculum, and environment. Callender (2007) identified several phases of the RBM process:
Within this model, general education teachers are responsible for implementing the strategic interventions in the classroom. If these interventions prove unsuccessful, problem-solving teams (PSTs) are responsible for identifying the more intensive intervention plan. The membership of the PSTs generally consists of four to eight persons and includes the school principal, general education teachers, special education representatives, a school psychologist, parents, the student, and other specialists as needed. Purpose of Study
Callender (2007) reported on data gathered by the Idaho State Department of Education in a 5-year evaluation report on the RBM. The focus of the evaluation was on special education placement and reading performance in participating schools. Specifically, the purpose of the evaluation was to answer the following questions:
Study Method
Data were collected on special education placements across the entire state from 1999 to 2004. During this same time frame, 1,400 K–3 students from 150 schools were divided into two groups: a) RBM with intervention plan and b) non-RBM with like reading performance but no intervention plan. These two groups were compared on reading improvement (specific reading measures were not specified). Study ResultsQuestion 1: With regard to student reading outcomes, the author reported that RBM students with an intervention plan progressed significantly more in reading than did their non-RBM counterparts. Back To Top |