Which approach uses a multi-tiered system of increasingly intensive interventions to identify non-responders or students with learning disabilities?

• A. Scaffolding
• B. Universal Design for Learning
• C. Multi-Tiered System of Supports
• D. Response to Intervention

Answer: (D)

Response to Intervention is the approach that uses a sequence of increasingly intensive supports for all students and then tracks their progress to see who is not responding. In this model, everyone starts with high-quality instruction in Tier 1. If a student struggles, they receive targeted help in Tier 2, and if needed, more intensive, individualized supports in Tier 3. The crucial piece is ongoing progress monitoring—regular checks that show whether the student is improving with the instruction and interventions. When a student doesn’t show adequate progress despite these escalating supports, that pattern of non-response is used to identify a possible learning disability and to trigger a comprehensive evaluation. While MTSS provides the overall framework for these layers of support, the specific process of identifying non-responders through monitored progress and tiered interventions is what RTI is designed to do. Scaffolding focuses on temporary support during a task, and Universal Design for Learning focuses on designing instruction to be accessible to all from the start, but neither maps onto the structured, data-driven progression used to flag non-responders for evaluation in the same way.