Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention

Kratochwill, Thomas R.; Volpiansky, Paula; Clements, Melissa; Ball, Carrie R.

doi:10.1080/02796015.2007.12087921

Cited by 101 publications

(37 citation statements)

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“…However, the fact that in just more than half of the studies reviewed (51.5%), researchers were the primary implementers and nearly half of the outcome measures were researcher-created tools might indicate that many of these interventions are in the development stage. This factor has implications for the feasibility and usability of these intervention options when delivered and evaluated by school-based intervention agents (Kratochwill, Volpiansky, Clements, & Ball, 2007). That is, the current status of the evidence base for Tier 2 math interventions reviewed herein might be classified as efficacy or transportability research, which falls more under the purview of researchers as opposed to practitioners (Chorpita, 2003).…”

Section: Discussionmentioning

confidence: 99%

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

DeFouw

Codding

Collier‐Meek

et al. 2018

Remedial and Special Education

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To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of treatment intensity to improve student mathematics achievement. The purpose of this systematic review was to explore the mathematics intervention research for students at risk of mathematics failure by examining intervention characteristics related to treatment fidelity and intensity. Results from 66 math intervention studies conducted from 2004 to 2015 were summarized. The majority of studies monitored treatment fidelity and provided details of some aspects of treatment intensity (i.e., dose, group size). However, interventionists’ characteristics, implementation characteristics, and treatment design were less frequently reviewed. Implications for future research and educational practices are discussed.

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Section: Discussionmentioning

confidence: 99%

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

DeFouw

Codding

Collier‐Meek

et al. 2018

Remedial and Special Education

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“…However, variance in teacher response to professional development exists with some requiring more support to influence adoption and development (Thomas et al, 2012). Kratochwill, Volpiansky, Clements, and Ball (2007) examined professional development specific to RTI and suggested that factors such as organizational readiness and staff support also influenced adoption and fidelity (Kratochwill et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention

Ciullo

Lembke

Carlisle

et al. 2015

Learning Disability Quarterly

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The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.

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“…Given the rural nature of the schools, the interviewees appreciated the convenience of the on-site course and valued the embedded nature and relevance of the content and delivery of material. The model of professional development used in the three schools holds promise for schools in rural areas because it combined an intensive effort at the outset of the initiative with opportunities for ongoing professional development (Bergstrom, 2008;Kratchowill et al, 2007).…”

Section: Implementing Authentic and Ongoing Professional Development mentioning

confidence: 99%

Improving Schools through a Response to Intervention Approach: A Cross-Case Analysis of Three Rural Schools

Shepherd

Salembier

2011

Rural Special Education Quarterly

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While the basic tenets of the RtI model are well-established in the literature, few studies have been conducted to describe its implementation in rural schools. We conducted a qualitative study in three rural schools that had been designated as pilot sites by our state department of education. A cross-case analysis of the data collected through interviews, observations, and document reviews indicated positive changes, including (a) increased use of databased decision-making, (b) increased collaboration among general and special educators, (c) development of a common knowledge base around RtI, (d) re-definition of principals' roles, and (e) promising trends on statewide tests of reading achievement.

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Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention

Cited by 101 publications

References 0 publications

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention

Improving Schools through a Response to Intervention Approach: A Cross-Case Analysis of Three Rural Schools

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