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Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why and How Valid Is It? Reading Research Quarterly, 41, 93-99. Mbr/

has been cited by the following article:

• TITLE: Response to Intervention (RTI) Tier 2 Executive Functions Program for 1st Grade Level Brazilian Schoolchildren: Pilot Study

  AUTHORS: Graziele Kerges-Alcantara, Simone Aparecida Capellini

  KEYWORDS: Executive Functions, Response to Intervention, Reading, Learning

  JOURNAL NAME: Advances in Applied Sociology, Vol.12 No.10, October 26, 2022

  ABSTRACT: This study was developed in two phases, Phase 1 being the elaboration of the Response to Intervention Model (RTI) Tier 2 executive functions program for Brazilian schoolchildren and Phase 2 the analysis the significance clinical of RTI Tier 2 executive functions program for Brazilian schoolchildren at 1st grade level of Elementary School I in a pilot study. The study aimed to develop and analyze the clinical significance of an RTI Tier 2 executive functions program for 1st grade level Brazilian schoolchildren in a pilot study. The RTI Tier 2 executive functions program for schoolchildren in the 1st grade level of Elementary School was designed based on the theoretical model, considering the three main components of executive functions: inhibition, working memory and switching. The analysis of the clinical significance of the performance of schoolchildren in the 1st year of Elementary School I in the program developed in phase 1 of the study was carried out in a pilot study with eight students who submitted the application of the Attention Test for Cancellation (TAC); Five Digits Test—FDT; Wechsler Children’s Intelligence Scale Digits Subtest, Trail Making Test (TT)—Parts A and B; and the Protocol for Early Identification of Reading Problems—IPPL in a situation of pre- and post-application of the program. Results: The results of this study were analyzed using the JT Method for single-case analysis and showed that there was a reliable improvement in the components of executive functions inhibition, working memory and switching for some schoolchildren in this study. In tasks of rhyme identification, production from the phoneme, phonological working memory, the results also showed that there was a reliable improvement, although the program did not focus on its development. The program developed in this study proved to be applicable and can be used as an intervention instrument based on scientific evidence that helps the development of executive functions and learning in RTI tier 2.