Browsing by Subject "Intervention"
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Item Addressing social communication in autism spectrum disorder : a guide to video modeling for speech-language pathologists(2013-05) Hall, Genevieve Marie; Davis, Barbara L. (Barbara Lockett)Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings.Item An Engineering Approach Towards Personalized Cancer Therapy(2010-10-12) Vahedi, GolnazCells behave as complex systems with regulatory processes that make use of many elements such as switches based on thresholds, memory, feedback, error-checking, and other components commonly encountered in electrical engineering. It is therefore not surprising that these complex systems are amenable to study by engineering methods. A great deal of effort has been spent on observing how cells store, modify, and use information. Still, an understanding of how one uses this knowledge to exert control over cells within a living organism is unavailable. Our prime objective is "Personalized Cancer Therapy" which is based on characterizing the treatment for every individual cancer patient. Knowing how one can systematically alter the behavior of an abnormal cancerous cell will lead towards personalized cancer therapy. Towards this objective, it is required to construct a model for the regulation of the cell and utilize this model to devise effective treatment strategies. The proposed treatments will have to be validated experimentally, but selecting good treatment candidates is a monumental task by itself. It is also a process where an analytic approach to systems biology can provide significant breakthrough. In this dissertation, theoretical frameworks towards effective treatment strategies in the context of probabilistic Boolean networks, a class of gene regulatory networks, are addressed. These proposed analytical tools provide insight into the design of effective therapeutic interventions.Item An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students(2012-10-19) Oslund, EricThe purpose of the present research was to examine the predictive validity of curriculum-embedded mastery-check measures (CEMs) for kindergarten students in Tier 2 intervention. Two studies examined the predictive validity, parsimony, and changing role of CEMs using a structural equation modeling (SEM) framework. Study 1 examined the ability of CEMs gathered throughout the kindergarten year to predict end-of-kindergarten latent reading outcomes. Study 2 examined the ability of kindergarten CEMs to predict end-of-first and end-of-second grade latent reading outcomes. Study 1 used SEM with two latent outcomes (i.e., phonemic and decoding) composed of diverse measures of early reading skills gathered at the end of kindergarten. Findings indicated moderate to large effects, as measured by variance explained, for CEMs on predicting phonemic and decoding outcomes. For CEMs gathered at four time points throughout the kindergarten year, a parsimonious set of subtests emerged. In addition, the role of CEMs changed throughout the year as predictors reaching statistical significance were increasingly difficult. Findings indicated that an increased amount of variance could be explained on the outcomes measures as the year progressed. Study 2 used one latent reading outcome factor gathered at the end of first and second grades. Findings for the end of first grade indicated that parsimonious sets of predictors from CEMs administered at three times during the kindergarten year predicted end-of-first grade outcomes. Additionally, the role of indicators changed during the year and the amount of variance explained increased from the first to third CEM. Results for the end of second grade indicated the variance explained on the outcome measure increased from the first CEM to the third CEM. When considering near-significant results, a pattern emerged demonstrating parsimonious subsets of indicators that changed during the kindergarten year. Findings from both studies provided support for the predictive validity of CEMs gathered during kindergarten for students in Tier 2 intervention. Results from both studies demonstrated statistically significant subsets of predictors that emerged and changed during the kindergarten year congruent with reading development, which can be useful for informing educational decisions.Item Behavioral and academic effects of brainology(2013-05) Todd, Melissa Kay; Flower, Andrea L.The purpose of this study was to investigate the effects of a computer program for students with emotional behavioral disorder (EBD) on behavior and academics. This concurrent, multiple baseline study investigated the use of Brainology with three upper elementary students diagnosed with EBD. Evaluations across behavior, academics, and behavioral academic indicators resulted in indications of possible effectiveness with one fourth grade student and limited to no effects with the other two students. There was a lack of multiple demonstration of intervention effect in this study across the baseline for behavior. Overall, student effort appeared to increase using this intervention, which is an important finding given the problems with disengagement that students with EBD experience (Wagner et al., 2004. Despite the limited results of this study, Brainology appears to hold some promise for students with EBD and it is hoped that further research will explore this possibility further. The teachers and students indicated that the treatment had strong to moderate validity on validity measures. Implications for Brainology and students with EBD are presented. Study limitations and directions for future research and practice are discussed.Item Changing group dynamics through computerized language feedback(2012-08) Tausczik, Yla Rebecca; Pennebaker, James W.; Cormack, Lawrence K.; Gosling, Samuel D.; Graesser, Arthur C.; Henderson, Marlone D.Why do some groups of people work well together while others do not? It is commonly accepted that effective groups communicate well. Yet one of the biggest roadblocks facing the study of group communication is that it is extremely difficult to capture real-world group interactions and analyze the words people use in a timely manner. This project overcame this limitation in two ways. First, a broader and more systematic study of group processes was conducted by using a computerized text analysis program (Linguistic Inquiry and Word Count) that automatically codes natural language using pre-established rules. Groups that work well together typically exchange more knowledge and establish good social relationships, which is reflected in the way that they use words. The group dynamics of over 500 student discussion groups interacting via group chat were assessed by studying their language use. Second, a language feedback system was built to experimentally test the importance of certain group processes on group satisfaction and performance. It is now possible to provide language feedback by processing natural language dialogue using computerized text analysis in real time. The language feedback system can change the way the group works by providing individualized recommendations. In this way it is possible to manipulate group processes naturalistically. Together these studies provided evidence that important group processes can be detected even using simplistic natural language processing, and preliminary evidence that providing real-time feedback based on the words students use in a group discussion can improve learning by changing how the group works together.Item Comparing Reading Interventions for Language Arts Students(2014-06-24) Logan, BethanyThe focus of this research examined reading interventions for 6th grade language arts students. As the demands of state mandated testing increase, so too has the call for reading interventions to become more effective throughout schools in order for students to reach proficiency standards. This Record of Study examines teacher-directed and computer-based interventions for students who have been identified as needing remedial assistance in reading. Using mixed methods, student performance was analyzed quantitatively on two different assessments and focus groups and interviews were conducted to gauge teacher and administrator perceptions of computer-based and teacher-directed interventions. Results demonstrated students who participated in computer-based interventions performed better on standardized measures. The teacher focus group and interviews indicated a strong need to combine teacher-directed and computer-based interventions in order to track student progress and correct misconceptions in student thinking.Item Constructing spirit-level interventions for African American women living with HIV(2012-05) Runnels, Ratonia Cheryl; Pomeroy, Elizabeth Cheney, 1955-African Americans are disproportionately affected by HIV comprising only 12% of the U.S. population but accounting for nearly 50% of all HIV cases (CDC, 2009). HIV surveillance data estimate that one in 30 Black women will be diagnosed with HIV during their lifetime. For many HIV positive African American women, treatment of HIV infection and the subsequent psychological stress is complicated by lack of resources and competing life priorities. These women also face additional challenges such as fear of disclosure and lack of adequate social support. The complexity of challenges faced by African American women who are HIV positive highlight the need to explore their preferred ways of coping. Studies show that minority women tend to utilize alternative coping strategies when faced with dual mental and physical health challenges. Spirituality has been found to have a direct relationship with cognitive and social functioning and inversely related to HIV symptoms among African American women. Psychosocial interventions are a key component to improved quality of life for women living with HIV and spirit-level interventions are shown to buffer psychosocial distress experienced by HIV positive persons. This dissertation will consist of three publishable quality articles that examine issues associated with the function of spirituality in HIV positive women. This first article will review published spiritually oriented interventions and compare, contrast, and critique the various components, sample, and intervention methods to determine the applicability and replicability of these interventions as a basis for increasing treatment options for co-morbid African American women. The second article will offer a conceptual framework incorporating the health belief model and a discussion of Lazarus & Folkman's stress and coping model to examine theoretical frameworks for integrating spirituality into social work practice interventions for HIV positive women. The third article for this dissertation seeks to contribute new information to the literature on the spirituality in the lives of HIV positive women. This article will present data that identifies, defines, and describes various uses of spirituality as a coping mechanism. The article will also discuss historical factors that influence the use of religion and spirituality among African Americans.Item Developing an understanding of communication issues in autism spectrum disorders using a web-based training module(Texas Tech University, 2008-08) Louder, Amanda Bodine; Lock, Robin; Layton, Carol A.; Myers, SusanStrong legislation and the implementation of research-based practices drives today’s special education, specifically with regards to autism spectrum disorders (ASD). With the increasing prevalence of ASD (Autism Society of America, 2006) and continued teacher shortages in the field of special education (U.S. Department of Education, 2006), professionals in all areas of education must assume increasing responsibility for the education of children with ASD. It is critical that those entering the workforce receive the support and professional development necessary to retain them in their positions (Katsiyannis, Zhang, & Conroy 2003). The Individuals with Disabilities Education Improvement Act of 2004 explores the need for “the development and use of proven, cost effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning (P.L. 108-446, 118 Stat. 2772).” This study sought to determine the effectiveness of Module Two: Opening the Doors of Communication for Children with Autism Spectrum Disorder, a web-based module, as a means to disseminate information to parents and professionals working with children with ASD. The study utilized 121 graduate students seeking degrees in various educational fields from three West Texas universities. This study assessed the overall effectiveness of the Communication Module by measuring the extent of knowledge gained through the viewing of the module, analyzing the appropriateness and accessibility of its implementation, and determining whether an individual’s past experiences and knowledge could serve to predict their perceptions of the module’s content and design. Data analysis substantiated the module’s worth as a professional development tool. Participants who had access to the Communication Module exhibited significant gains in their content knowledge. Furthermore, those participants reported high levels of satisfaction with the module. Results from data analysis led the researcher to propose four practical implications for using the module as a parent information and professional development tool: improvement in strategy presentation, incorporation of a summary page, reworking of technology, and revisitation of the information. In education, the ultimate concern is for the well-being of the children. Providing individuals with the necessary information will, undoubtedly, help ensure that children receive the best education possible.Item The effectiveness of nutritional interventions to improve expressive language in children with autism(2011-05) Furgerson, Brittney Nicole; Peña, Elizabeth D.; Granof, DenaThis research synthesis evaluates the effectiveness of nutritional interventions on the improvement of expressive language abilities in children with Autism Spectrum Disorders (ASD). Three nutritional interventions are the focus of this synthesis: 1) Gluten-casein free diet, 2) Magnesium-vitamin B6 supplementation, and 3) Digestive enzyme supplementation. Although three of the six studies included in this synthesis reported positive results, the methodology used to obtain the results was flawed. The positive results cannot be attributed solely to the intervention. While the results achieved in the studies provide enough evidence to justify further research, currently there is not enough evidence to support the use of nutritional interventions to treat expressive language deficits in children with ASD. Additional research with fewer threats to validity is needed to determine the effectiveness of nutritional interventions.Item Effectiveness of transition interventions within correctional settings(2015-08) House, Lexy Shyler; Flower, Andrea L.; Powell, SarahYouth with disabilities represent a large percentage of the population of youth in juvenile detention facilities. Research concerning this population is critical particularly for youth transitioning from juvenile detention to community settings. This report aims to answer two research questions: (1) To what degree is transition into community settings from juvenile detention facilities studied for youth with disabilities? (2) What are the effects of interventions aimed at transition into the community from juvenile detention facilities for youth with disabilities? After an extensive search using various methods including an electronic search, ancestral search, and hand searches, several articles were collected. Application of the inclusion criteria yielded eight studies. Of these eight studies, only three could be examined for the effect of transition interventions on youth with disabilities. Interventions were psychosocial, educational, or vocational in nature. Results indicated a critical need to advance effective intervention/transitional programs to reduce recidivism and reentry rates. Such intervention must begin immediately during incarceration and continue well after release in order to be successful. Intervention and transition programs must also be individualized to the particular youth’s circumstances in order to optimize successful outcomes. Implications, limitations, and future research are also addressed.Item Effects of a community-based health and fitness program on weight, body composition, and chronic disease risk factors: A pilot study(2011-05) Stevenson, Jada L.; Cooper, Jamie A.; Boylan, Lee M.; Reed, DebraNearly two-thirds of Unites States adults are overweight or obese and approximately 15 million Americans are obese. Communities are responding by implementing team-based strategies to encourage weight loss and physical activity among local individuals. Purpose: To determine the efficacy of GET FiT Lubbock, an 8-week team- and community-based intervention on changes in body weight, body composition and chronic disease risk factors in adults. Methods: A total of 173 adults enrolled in the 8-week weight loss intervention and 32 adults (8 males and 24 females; mean age of 45±2.4 years; mean BMI of 31±1.2 kg/m2) completed pre- and post-intervention measurements. For the intervention, participants formed teams of four individuals. Teams then competed against one another to accrue as many points as possible. Points were awarded for minutes of self-reported exercise and attending nutrition and fitness lectures as well as community events. Pre-intervention measurements, which were taken 1 week prior to the start of the intervention, included height, weight, BMI, body fat percentage, waist circumference, hip circumference, waist-to-hip ratio, fasting blood glucose, total cholesterol, high density lipoprotein cholesterol, systolic and diastolic blood pressure. One week after the conclusion of the 8-week intervention, the same measurements were taken again. Minutes of exercise were self-reported weekly to research personnel. Results: The 8-week intervention resulted in significant decreases in body weight (-1.66 ±0.5kg, p<0.01), BMI (-0.6 ±0.2, p<0.01), waist circumference (-3.0 ±0.6cm, p<0.001), hip circumference (-2.9 ±0.5cm, p<0.001), total cholesterol (-6.9 ±2.5mg/dL, p<0.01), and systolic blood pressure (-3.8 ±1.8mmHg, p<0.05). Conversely, HDL cholesterol and fasting blood glucose significantly increased (3.8 ±1.3mg/dL, p<0.01 and 3.94 ±1.5mg/dL, p<0.05, respectively). There were no changes in diastolic blood pressure. Males significantly lost more body fat percentage than females (-3.65 ±0.5% vs. 0.14 ±0.4%), which proved to be the only significant gender difference for the change in each variable. Further, there were no significant changes in outcome variables when analyzed by initial BMI category. Conclusion: These findings suggest that the GET FiT Lubbock program can produce modest weight loss and improve chronic disease risk factors. Although more data are needed regarding gender and BMI group differences, this study provides a point of reference for future team- and community-based exercise and health campaigns.Item The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension(2012-12) Solis, Michael R.; Vaughn, Sharon, 1952-; Rieth, Herbert J; O'Reilly, Mark F; Roberts, Gregory J; Robinson, Daniel; Flower, Andrea LThis experimental study was conducted to examine the effectiveness of multicomponent reading intervention and a no treatment comparison condition on the reading comprehension of adolescent students with adequate word reading and low reading comprehension. The sample consisted of 44 students in 9th grade who were randomly assigned to an intervention treatment offered as an elective course (N=25) or a no treatment comparison (N=19). Reading intervention teachers, trained by experienced research staff provided instruction for 90-min sessions two to three times per week during for approximately 80 sessions. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no statistically significant differences between conditions. Effects, which were calculated with partial eta squared (η2), ranged from -.26 to .23 with two of the three measures favoring the treatment condition. Three separate repeated measure of analysis of variance (RM-ANCOVAs) were conducted using the Kaufmann Brief Intelligence Test (KBIT) as a covariate for the following measures: (1) Woodcock Johnson Passage Comprehension subtest (WJIII-PC); (2) Test of Sentence Reading Efficiency (TOSRE); (3) Gates MacGinitie Reading test (GM-RT). An additional ANCOVA was conducted for the GM-RT using the pretest scores from the GM-RT as a covariate. Results indicate that the treatment condition was not favorable to a no treatment comparison for students with adequate word reading and low comprehension. More research into ways to make reading comprehension instruction more effective for Adolescent students with low reading comprehension is warranted.Item Effects of intervention on undergraduate pre-service teachers in literacy educationWilliams, Alma ElizabethItem Enhancing reading comprehension in upper-elementary English language learners : a review(2012-05) Nowadly, AmandaJoe Sullivan; Peña, Elizabeth D.; Sheng, LiThe effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing.Item Joint attention initiations in children with autism : using a video modeling intervention to teach showing(2013-12) White, Pamela Jean; O'Reilly, Mark F.Children with autism exhibit deficits in joint attention initiations, which are crucial to development of language and social skills (Bakeman & Adamson, 1984; Rollins, Wambacq, Mathews, & Reese, 1998; Whalen, Schreibman, & Ingersoll, 2006). Showing an object to a communication partner is an example of a joint attention initiation. A systematic synthesis of interventions targeting joint attention initiations was conducted to guide the development of an intervention for teaching showing behavior. In this study, a video modeling intervention was implemented with four young children with autism. Sessions were conducted during play sessions with the researcher in each participant’s typical therapy context. Following a prescribed baseline, the video modeling intervention was implemented. The video provided a model of an individual showing a toy to a communication partner with narration explaining the four components of the showing behavior: gaining the partner’s attention, making eye contact, extending the toy toward the partner, and commenting on the toy. Following the first four intervention sessions, verbal feedback and practice was added with the video model. The effects of this intervention on accuracy (percentage of components completed) and frequency of showing behavior and generalization to a small group setting with peers were evaluated using a multiple baseline across design across participants. Results indicate that accuracy and frequency of showing behavior increased when the video modeling intervention was implemented. The acquisition, performance, and generalization of showing behavior in relation to the video modeling intervention are discussed. Implications for teaching joint attention initiations and directions for future research are presented.Item Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers(2015-05) McCulley, Elisabeth Vanessa; Vaughn, Sharon, 1952-; Bryant, Diane P.; Barnes, Marcia; Beretvas, Susan N.; Toste, Jessica R.; Cable, Amory L.This experimental study examined the effects of a reading intervention using listening comprehension and oral language as scaffolds to improve reading comprehension of middle school students with reading difficulties. The study included students in 6th-8th grade randomly assigned to a reading intervention treatment or a no treatment comparison condition. Treatment students received 45-minute sessions daily for a total of 33 sessions. Reading comprehension measures included the Woodcock Johnson Passage Comprehension subtest, State of Texas Assessment of Academic Readiness reading, and an unstandardized curriculum-based measure of summarization. Measures of inference-making included the Test of Language Competence Listening Comprehension: Making Inferences subtest and an unstandardized curriculum-based measure of inference skills. Language abilities were assessed using the Woodcock Johnston Oral Comprehension subtest, and the Clinical Evaluation of Language Fundamentals Formulated Sentences and Recalling Sentences subtests. An unstandardized vocabulary measure assessed student recall of vocabulary words. ANCOVAs were used to estimate the treatment effects for each dependent variable using pretest scores as a covariate. The Kauffman Brief Intelligence Test II Verbal Knowledge subtest served as covariate for the unstandardized vocabulary measure. Results yielded no statistically significant effects on reading comprehension, language, or inference measures. Effects, which were calculated with Cohen’s d, ranged from .00 to .78, with eight of nine measures favoring treatment. Findings from an unstandardized vocabulary measure indicated a statistically significant difference in favor of the treatment group. Results suggest that using oral language and listening comprehension to support reading practices of middle school students with reading comprehension difficulties may be a viable treatment for improving reading comprehension and improving content-specific vocabulary knowledge.Item The long-term effects of phonological awareness intervention for two populations of at-risk children : a review of the literature(2012-05) Wansa, Charlotte Ruth; Peña, Elizabeth D.; Bedore, LisaThe primary purpose of the present review was to determine why conflicting findings have been reported regarding the long-term effects of phonological awareness training for children from low socioeconomic status families (low-SES) and children with familial risk for reading impairment. Four aspects of intervention were analyzed for each of the studies: service delivery, content of intervention, length of sessions, and total number of sessions. The second purpose of the review was to determine which aspects of intervention had the largest effect on improving later reading skills as well as if general aspects were beneficial to both at-risk groups or if there were population-specific factors. A total of ten intervention studies, five involving children from low-SES and five involving children with familial risk for reading impairment, were reviewed. Of the ten interventions reviewed, only three interventions, two involving children from low-SES and one involving children at familial risk for reading impairment, demonstrated successful long-term effects on reading. The remaining interventions demonstrated differences across the four aspects analyzed and conflicting long-term outcomes. As no population specific factors were observed across studies, the similarities found in the three successful interventions suggest that a general intervention program can be beneficial for both populations of at-risk children.Item Low ropes as an intervention for juveniles and their parents(Texas Tech University, 2007-12) Webber, Michael Shayne; Wampler, Richard S.; Reid, Kary S.; Ivey, David C.; Tacon, Anna M.Juvenile delinquency is a critical issue, and because of the social and personal costs of chronic offenses, it is in the best interests of the country to spend time and money providing opportunities for these teens to make significant positive changes. One promising approach to the treatment of chronic juvenile offenders is Adventure Based Therapy (ABT). ABT was developed in England by Dr. Kurt Hahn in the 1940s (Davis-Berman & Berman, 2000). The purpose of this study was to explore the use of low ropes activities (a form of ABT) as interventions for incarcerated juveniles and their parents/guardians. Parents/guardians of juveniles in a long-term residential program were invited to participate in a series of 3 monthly low-ropes groups with their child. The study population included 28 male and 8 female juvenile delinquents. Parents were mandated by court order to participate in treatment. However, not all parents/guardians complied with this order. Thus, the study included all the residents of the program, but some of them did not have a parent participating in the program. When the residents returned to their rooms, after the course, they were instructed to write a letter to their parents reflecting on the ropes experience. In addition, the juveniles were interviewed to assess their responses to the ropes course and the presence or absence of their parents. Then the interviews and letters were transcribed for content analysis. The researchers wanted to know, "How do residents describe their experience in the low-ropes course?" (with or without a parent present) and "What themes emerge in letters sent to parents after the low ropes course?" (with or without a parent). The juvenile participants expressed, in their interviews and letters, a strong response to parent attendance/absence. Juveniles with parents in attendance shared feelings of gratefulness, love, remorse for previous wrongdoings, and hope for their future. Juveniles without a parent in attendance shared feelings of disappointment, anger, and frustration. Both sets (with or without parent in attendance) pleaded with their parents (in their letters) for their parent to attend the next group. All participants reported the groups to be helpful and to help them "feel like a kid again." The study supported previous research of beneficial effects, but also extended previous findings with new ideas concerning the more immediate impact of ABT on juveniles in a residential treatment program.Item Mathematics intervention for high school students with learning disabilities in the area of mathematics in science inclusion classes(2013-08) Thomas, Jacob Lee; Bryant, Diane PedrottyThis study investigated the effects of teaching high school students with mathematics disabilities rates/ratios and proportions using explicit instruction with multiple attempts at guided and independent practice. Three students participated in the study and received carefully designed instruction over eight lessons. Results from the study indicated mean score improvements, positive trends, and a high percentage of non-overlapping data points. Analysis of the data indicated that each student improved overall in their understanding of rates/ratios and proportions and were able to maintain those results over time. Implications for the study and suggestions for further research are discussed.Item More than the sum of its parts: a multiple case study on the implementation of RTI in five sites(2009-05) Tackett, Kathryn Klingler; Vaughn, Sharon, 1952-Using a multiple-gating procedure, 5 research sites (3 elementary and 2 middle schools) were identified as implementing a Response to Intervention (RTI) framework. This study uses a multiple case study design to describe the RTI implementation in reading at these 5 sites. Findings suggest that the sites studied are utilizing a hybrid model (a combination of standard treatment protocol and problem solving models) for developing and assigning reading interventions. The five sites implemented critical components of RTI (universal screening, progress monitoring, scientifically-based core curriculum, and a multi-tiered system of interventions) similarly, despite differences in campus-level variables. However, no site implemented a process for assessing the fidelity of implementation of the RTI framework. They also followed state and/or district guidelines on the use of RTI data in special education eligibility decisions.