UC Riverside

Response-to-Intervention (RTI) is used to target reading problems in schools. Although its potential is great, various obstacles may hinder its effective implementation. One main roadblock to the implementation of RTI is the appropriate match of interventions to student skills deficits. To mitigate this problem, behavioral consultation can be used. Specifically, during the problem analysis stage, it has been recommended that problem analysis tools can be used to help in identifying interventions that are appropriately matched to student skill deficit. One such problem analysis tool that has been developed is the quadrant analysis tool. This tool uses student's accuracy and fluency scores on Reading-CBM assessments to place students into quadrants, which in turn provide recommendations for appropriate interventions. Although this tool is used in schools today, no reliability or validity data are available for it. The purpose of this study is to examine the predictive validity of this tool. Recommendations are provided regarding the use of this tool.