By clicking on the links below, you can read full text articles of some items that have we have finished recently (or nearly finished). Permission is granted to download and print one copy for personal use.

Improving scores on state tests with STEEP
This paper describes a study using STEEP and its effects on state test performance.
2007 Research Paper on the effectiveness of STEEP
This paper describes a study of the effects of STEEP on improving achievement and reducing referrals. STEEP is unusual in the new field of RTI in that not only are each of the components (e.g., Intervention) based upon research but the system as a whole has been evaluated and the results have been published in peer reviewed scholarly journals.
Research Review article on Response to intervention (Gresham, Vanderheyden and Witt, 2005).
This paper is a comprehensive review of what we know and what we don’t know about RTI.
Research Review on Response to Intervention in Pre-school
Reviews the relevant research and tells what is known and not known about implementing RTI with pre-school students.
Disproportionality and RTI.
This is chapter on assessment and intervention in multicultural contexts with minority children (including bilingual children). Contains a description of how STEEP helps schools to reduce the need for special education.
Article on Troubleshooting Behavioral Interventions that Go Wrong
This paper describes a multi-tiered approach to detecting and remediating problems with behavioral interventions.
2007 Chapter on Can't Do-Won't Do Background, History, Research--VanDerHeyden and Witt
This chapter discusses the origins, research and use of the assessment of skill versus performance deficits.
2007 Chapter on Universal Screening--Ikeda, Neessen, and Witt
This chapter describes some of the background, rationale and issues pertaining to universal screening. 
Validity and Utility of the Can't Do vs. Won't Do Assessment.
This is research paper describes the research of a team from a team led by Dr. Gary Duhon. It describes the treatment validity of the can’t do/won’t do assessment and intervention.