RTI Model in Public Schools and Learning Disorder: a systematic review

Abstract

The Response to Intervention (RTI) model is an early detection and intervention system at three levels (classroom intervention by the teacher, by specialists in small groups and individual) to identify signs of Learning Disorder (LD). LD is a neurodevelopmental disorder that is characterized by persistent difficulties in reading, writing and/or math skills. In the United States the model is used and presents statistically significant results, but in Brazil there is little research and investment about it. It is common to use it to identify signs of LD, but there are no studies with consistent evidence on improvement results outside the United States. The objective is to systematically review the literature on the RTI model for the identification and intervention of signs and symptoms of LD; identify the study site, method used, assessment and intervention instruments, and results; identify methodological gaps and make suggestions for future studies; provide guidelines for possible applications in Brazil. Hypotheses: RTI indicates signs of disorders other than LD; there are variations in the assessment and intervention instruments; there is a shortage of Brazilian studies. For this, articles published in PubMed, Scielo and Google Scholar, from 2005 to 2022, will be selected, with the descriptors “RTI” or “Resposta à Intervenção", “E”, “Transtorno específico de Aprendizagem” and in English “Response to Intervention" and "AND", "Specific learning disorder". Duplicates will be removed. The review will be carried out by a Psychology evaluator and a Pedagogy evaluator. Screening will be carried out through the reading of abstracts, controlled clinical studies, randomized or not, with control groups; in Elementary Education of public schools; with N≥30. A new screening will be done based on compliance with ethical assumptions. There will be a critical analysis of the methods, results, suggestions for future studies and applications in Brazil.