School psychologist's role in response to intervention (RtI): factors that influence RtI implementation
File(s)
Date
2009-06-03Author
Hartman, Amie
Yenni, Amanda
Advisor(s)
Woitaszewski, Scott
Metadata
Show full item recordAbstract
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.
Subject
Learning disabled children
Response to intervention
School psychology
School psychologists
Learning disabled children--Education
School psychologists--Attitudes
RtI
Learning disabled children--Identification
Learning disabilities
Permanent Link
http://digital.library.wisc.edu/1793/36470Description
School Psychology Program Directed Research Project. 2009. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 27 p. Includes bibliographical references (p. 23).
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