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Early Identification and Intervention within Response to Intervention: A Data-Driven Approach to Implementation; Stephanie Al Otaiba, Ph.D.

  • 11/01/2019
  • 12/31/2030

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Stephanie Al Otaiba is a Professor of Teaching and Learning at Southern Methodist University. She received her doctorate in special education from Vanderbilt University. A former special education teacher, her research focuses on literacy interventions for students with or at-risk for disabilities, response to intervention (RTI), and on teacher training. She enjoys teaching graduate students and mentoring doctoral students. Her research has been supported by the Institute of Education Sciences (IES), the Office of Special Education Programs, and the National Institute of Health (NIH). Her current projects include an IES grant to explore RTI implementation related to reading outcomes and an NIH grant examining the efficacy of blending reading intervention with growth mindset training. She is the author or coauthor of over 120 articles and chapters. Dr. Al Otaiba is the current President of CEC's Division for Learning Disabilities and editor of the Journal of Learning Disabilities; she also serves on IDA's executive board.

This presentation will provide an overview of RTI and Multi-Tier Systems of Support, will describe means to intensify interventions based on data, and will provide ALTA members with evidence-based resources to support and advocate for early identification and intervention within RTI systems.

ALTA offers its members 1.5 hours for this video.


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