Response to intervention is a proactive approach addressing the needs of
students who do not progress at the expected pace or at a rate commensurate with peers.
With this approach, students receive additional needed assistance through the ongoing
collection and analysis of data, progress monitoring, and implementation of evidence
based practices across all levels of student needs. Intervention without exclusion is
emphasized. Avoidance of failure is a paramount concern, and early, intense assistance
is an additional focus. Response to intervention was outlined in the newest authorization
of the Individuals with Disabilities Education Act, and has been adopted in several
states. Though the approach began in the area of learning disabilities, it has been
expanded to other domains. Many scholars and practitioners have likewise
conceptualized response to intervention to address students’behavioral concerns. This
chapter describes response to intervention and proposes that it may be a model for
meeting student needs that promotes student mental health in the school setting.
Keywords: Response to intervention, mental health, public schools, mental health
professionals, educators, special education, strengths-based approach, universal
screening, progress monitoring, models of RtI, standard protocol models, problem
solving models, tiers of support, research-based interventions, fidelity.
