A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education

VanDerHeyden, Amanda M.; Witt, Joseph C.; Gilbertson, Donna

doi:10.1016/j.jsp.2006.11.004

Cited by 237 publications

(141 citation statements)

References 23 publications

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“…Success in implementing RTI necessitates accurate identification of students who are at-risk for not meeting desired outcomes (e.g., Compton et al 2006;Fuchs and Fuchs 2007;McCardle et al 2001;VanDerHeyden et al 2007). Universal screening represents the primary way for identifying such students (Glover and Albers 2007).…”

Section: Universal Screeningmentioning

confidence: 99%

Learning Disabilities/Special Education

Hosp

Huddle

Ford

et al. 2015

Handbook of Response to Intervention

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Special education has a long tradition of valuing a continuum of placements and services to meet individual students' needs (Deno 1970). The alignment with response to intervention (RTI) and the provision of evidence-based intervention is strong. In this chapter, we discuss the research base and characteristics of RTI as they relate to students with learning disabilities (LD) and special education services in general. We discuss RTI as both a system of educational service delivery as well as a method for determining eligibility for special education services as a student with LD. Both definitions and approaches are important to examining the intersection of RTI and special education and there is a good amount of overlap.The authors begin this chapter with definitions of some of the key terms that are important to the treatment of the topic throughout the rest of the chapter. Next, the research base in relation to some key components of RTI and how they link to the needs of students with LD and the provision of special education services are presented. These include (a) eligibility and exit determinations, (b) tiered delivery of services, (c) evidencebased practices (EBPs), (d) universal screening, and (e) progress monitoring. Finally, some directions for future research in this area that are derived from prior research and gaps therein as well as implications of the current research base for the implementation of RTI are provided. Definitions• Aptitude-achievement discrepancy: A method for identifying students with LD. It includes comparing a student's performance on a standardized, norm-referenced achievement test to a test of cognitive ability. A student is determined to have a LD if his/her achievement score is less than would be predicted given his/her cognitive ability. The RTI framework can be used as an alternative method for identifying students with LD.• Child Find: A federal mandate that requires school districts to locate, identify, and evaluate children with disabilities, from birth to age 21, to ensure provision of a free and appropriate public education through special education and/or related services.• Curriculum-based measurement (CBM): A measurement system which uses instruments and metrics highly associated with the curriculum a student is expected to learn. Thus, little inference is required regarding the determination of students' skill level.• Evidence-based practices (EBPs): Instructional practices that are supported by high-

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Section: Universal Screeningmentioning

confidence: 99%

Learning Disabilities/Special Education

Hosp

Huddle

Ford

et al. 2015

Handbook of Response to Intervention

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“…In fact, in this particular district, an additional school psychologist was hired each year of the project (3 years) to handle the increased responsibilities in instructional consultation. The findings of the current study and those of VanDerHeyden et al (2007) provide evidence that while school psychology positions may not be in jeopardy as districts move to implement RTI models, the role of the school psychologist as a psychometrician or tester and the centrality of this role to professional identity may be in danger as RTI models become more common.…”

Section: Impact Of Rti On School Psychologist Professional Identitymentioning

confidence: 56%

“…Although the participants did fear a potential loss of positions, one study (VanDerHeyden et al, 2007) on the effects of RTI implementation in one district (five elementary schools) found that, in fact, school psychologists experienced an expanded role in an RTI system with more time spent in intervention and consultation. In fact, in this particular district, an additional school psychologist was hired each year of the project (3 years) to handle the increased responsibilities in instructional consultation.…”

Section: Impact Of Rti On School Psychologist Professional Identitymentioning

confidence: 99%

Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation

Marrs

Little

2014

Contemp School Psychol

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As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and challenges to successful implementation of RTI were conducted. Participants identified a number of potential barriers and challenges, including the need for leadership, structural barriers such as lack of time and training, and resistance from school staff, including school psychologists. These findings should help inform professional development for school psychologists making the transition to practice in an RTI model, and also help in understanding the many possible barriers that arise when attempting significant educational reform efforts such as RTI.Keywords Response to intervention . School psychologist role change . Perceptions of school psychologists . Consultation . Qualitative research Perceptions of School Psychologists Regarding Barriers to RTI ImplementationAs Response to Intervention (RTI) continues to impact the delivery of educational services, an important research question is how school psychologists are experiencing the changes brought about by RTI in their various work settings. The implementation of RTI varies dramatically at the state, district, and individual level (Powers, Hagans, & Busse, 2008).Because the transition to RTI is still in its infancy in many areas of the country, there are vast differences in the stage of RTI implementation, ranging from schools that have had RTI models in place for many years to schools that are only beginning the discussion. As with any change process, there are potentially a number of challenges and barriers to successful implementation. In this study, we explored challenges and barriers to successful RTI implementation from the perspective of practicing school psychologists in the state of Washington. Only a few studies (Sullivan & Long, 2010;Kaplan, 2011;Mike, 2011;Sansosti, Telzrow, & Noltemeyer, 2010) have focused on the perceptions of school psychologists as RTI models are being implemented, and only one previous study has explored the challenges and potential barriers to successful implementation of RTI in the schools from the unique viewpoints of practicing school psychologists. However, Sansosti et al. focused primarily on the challenges and barriers to RTI at the secondary level.In the current study, we used a qualitative research method (individual interviews) to further examine potential challenges and barriers to successful RTI implementation from the unique perspective of practicing school psychologists. Only one previously published study has used qualitative methods to explore the perceptions of school psychologists regarding RTI. Although qualitative research remains rare in the school psychology research literature, Leech and Onwuegbuzie (2008) outlined a number of ways that qualitative research m...

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“…Decades of research provide support for the effectiveness of an MTSS framework in meeting students' needs [5,6]. Yet the degree to which an MTSS initiative addresses academic and behavioral concerns proactively depends largely on a school's capacity for timely and responsive data collection to identify concerns, match students to a continuum of increasing intensive evidence-based interventions and monitor progress [7].…”

mentioning

confidence: 99%