| Abstract: | 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 prevention, instruction and intervention services, and decision making in schools. Although RTI will continue to evolve, core characteristics of RTI that form the basis of state initiatives are well founded in intervention and instructional research and practice. These core characteristics (i.e., data‐based decision making, evidence‐based intervention, teaming, and problem solving) represent skills immediately needed by professionals‐in‐training. This article reports collaboration between school psychology and special education faculty in designing and implementing an integrative field experience in RTI. Training, student, and program outcomes are used summatively for accountability. © 2008 Wiley Periodicals, Inc. |
