Examining School Psychologists' and Teachers' Application of Approaches Within a Response to Intervention Framework Article

Vujnovic, RK, Fabiano, GA, Morris, KL et al. (2014). Examining School Psychologists' and Teachers' Application of Approaches Within a Response to Intervention Framework . 22(3), 129-140. 10.1080/09362835.2013.865530

cited authors

  • Vujnovic, RK; Fabiano, GA; Morris, KL; Norman, K; Hallmark, C; Hartley, C

authors

abstract

  • Approaches consistent with a Response to Intervention (RTI) framework are becoming increasingly prominent. The present study is a preliminary investigation aimed at gaining a greater understanding of educators' knowledge of RTI and application of RTI principles. It serves as the first step toward understanding educators' preparation to implement these mandated changes. Educators (308) completed an online study to assess their knowledge of tasks inherent in RTI procedures. Respondents were asked to rate their familiarity with RTI principles. Then, respondents were asked to interpret graphical data that were consistent with RTI screening and progress monitoring approaches. Overall, results indicated that the majority of educators perceived themselves as having the knowledge to implement RTI practices. However, when asked to apply RTI-consistent principles, not all were successful. Specifically, school psychologists were better at interpreting and making decisions based on graphical data relative to general and special education teachers. There may be a disconnect between the expectations inherent in an RTI model and teachers' ability to meet these expectations. School psychologists may be positioned to support teachers in this area. The implications of these results for implementing RTI practices and developing professional development programs for general and special educators in elementary schools are discussed. © Taylor & Francis.

publication date

  • January 1, 2014

Digital Object Identifier (DOI)

start page

  • 129

end page

  • 140

volume

  • 22

issue

  • 3