Impact of response to intervention training on teacher and school outcomes
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Melinda Anne Smith Rogers (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Lori Unruh
Abstract: The primary focus of education is to instill knowledge in children in order to lead them to
a successful life. However, there are many children who struggle academically and many
teachers who feel helpless in knowing how to help children succeed. Traditional
interventions such as retention in grade or placement in special education have had
limited success. Empirical studies have shown that these children can be more successful
by offering earlier academic interventions for them, before they have begun to fail (First
Signs, 2004). Early interventions are a range of services that are offered to children,
particularly young children, who have been diagnosed with or are at-risk for a condition
that could affect their learning capabilities. In other words, early interventions are those
that attempt to provide children with assistance in learning before a problem develops.
One particular form of early intervention that has recently become popular is Response to
Intervention (RTI), which is the practice of offering evidence-based procedures within the general education curriculum to assist students with academic difficulties and monitor
their response to those procedures (Harris-Murri, King, & Rostenburg, 2006). Response
to Intervention is intended to reduce the overall number of referrals and placements
within special education (Brown-Chidsey & Steegeg, 2005); increase reading capacity for
children (Dunn, 2007); reduce minority overrepresentation in special education (Harry,
Klingner, Sturges, & Moore, 2002; Marston, Muyskens, Lau, & Canter, 2003); reduce the
number of children grade-retained each year (Jimerson, Pletcher, Graydon, Schnurr,
Nickerson, & Kundert, 2006); and improve overall academic instruction from teachers
(Brown-Chidsey & Steegeg, 2005). However, there is limited research on the actual
effects of utilizing RTI. In particular, there is significantly limited research demonstrating
how training in RTI impacts a teachers’ self-efficacy regarding their teaching
effectiveness and how teachers perceive their ability to impact student academic progress
is imperative to successful academic interventions. According to Lane, Mahdavi, and
Borthwick-Duffy (2003) if teachers do not feel they have the knowledge and skills to
implement services, the service integrity will suffer. Therefore, this study looked at the
effects of Response to Intervention on reducing special education assessment referrals. Also, this study examined the impact of RTI training and implementation on teacher selfefficacy.
Finally, teacher perceptions regarding the RTI training provided to them was
examined. Unfortunately, the current study was not able to add to this literature base with
any significant findings.
Impact of response to intervention training on teacher and school outcomes
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Created on 3/1/2010
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Additional Information
- Publication
- Other
- Language: English
- Date: 2010
- Keywords
- early intervention, Response to Intervention, Responsiveness to Instruction, RTI, special education referral
- Subjects
- Response to intervention (Learning disabled children)