School psychologist's role in response to intervention (RtI): factors that influence RtI implementation

Learning disabled children;Response to intervention;School psychology;School psychologists;Learning disabled children--Education;School psychologists--Attitudes;RtI;Learning disabled children--Identification;Learning disabilities

Hartman, AmieYenni, AmandaWoitaszewski, Scott ;

University of Wisconsin

关键词: Learning disabled children;    Response to intervention;    School psychology;    School psychologists;    Learning disabled children--Education;    School psychologists--Attitudes;    RtI;    Learning disabled children--Identification;    Learning disabilities;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/36470/license_rdf?sequence=4&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

The purpose of this study was to determine if the actual implementation of Response to Intervention (RtI) was related to school psychologists;; knowledge, district opportunities for RtI training within the school district, and school psychologists;; attitudes toward RtI. The implementation and use of RtI was predicted to be dependent upon those variables. In this study, 247 school psychologists from Minnesota and Wisconsin were asked to complete a 32-item email survey pertaining to RtI. The results of the study showed that as school psychologists;; knowledge of RtI increased, as district opportunities for RtI training increased, and when school psychologists;; attitudes were positive, RtI was more often implemented.