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As a result of the new revision of IDEA (2004), models of early intervention and response-to-intervention (RTI) have received a great deal of attention in the literature. Although various tiered models have been described in detail, one aspect of RTI that has received little empirical attention is the need to ensure integrity of intervention as part of a team decision making process. One method that has good support for improving treatment integrity is performance feedback (PFB); however, the utilization of PFB within a team context has received very little attention in the literature. Experiment 1 evaluated the effect of PFB delivered within the context of an RTI team on treatment integrity after fidelity had fallen to unacceptable levels. Experiment 2 evaluated the effects of PFB on the maintenance of treatment integrity prior to integrity fall off. Results indicate that PFB can be used as an efficient means of improving or maintaining treatment integrity when applied within a team model. [Copyright &y& Elsevier]

The article presents an in-depth examination into the Response to Intervention (RTI) literacy teaching approach aimed towards students with learning disabilities. Details are given outlining the basic principles of the system as well as its historical development, citing the improvements it seeks to assert over previous learning disability (LD) identification strategies. Additional mention is given to the placement of RTI in U.S. educational law. An outline of the step-by-step procedural method for using RTI in classrooms is also included.