Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Amanda Rockinson-Szapkiw

Primary Subject Area

Education, General; Psychology, Social; Education, Educational Psychology; Education, Guidance and Counseling; Education, Administration

Keywords

Progress monitoring, Research-based interventions, Response to Intervention, School Psychologist, Specific Learning Disability, Tiers

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Psychology | School Psychology | Student Counseling and Personnel Services | Teacher Education and Professional Development

Abstract

With increasing emphasis on accountability measures and widespread focus on implementation of Response to Intervention (RtI) procedures in schools, it is critical to examine the impact these changes have on the role of practitioners involved in the process. This correlational study examined the factors of school psychologists' involvement in RtI, degree level, and years of experience to determine which of these best predict school psychologists' perceptions of the RtI process. Using information from the literature regarding RtI, the researcher's experience working as a school psychologist and with RtI, and review of a previous survey that examined RtI, an instrument was developed and validated to measure school psychologists' perceptions of RtI and involvement in RtI. Data were gathered through this instrument distributed to certified school psychologists employed in K-12 public schools in Tennessee and South Carolina. Data analysis was conducted with regression analysis. Results of the study indicated a significant positive correlation between school psychologists' involvement in the RtI process and perceptions of RtI. A significant negative correlation was indicated between years of experience and perceptions of RtI and no correlation between degree level and perceptions of RtI.