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)
Western Carolina University (WCU )
Web Site:
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.

Additional Information

Language: English
Date: 2010
early intervention, Response to Intervention, Responsiveness to Instruction, RTI, special education referral
Response to intervention (Learning disabled children)

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