School Psychologists as Instructional Consultants in a Response-to-Intervention Model

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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“…The implementation of RTI varies dramatically at the state, district, and individual level (Powers, Hagans, & Busse, 2008).…”

Section: Perceptions Of School Psychologists Regarding Barriers To Rtmentioning

confidence: 99%

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

Marrs

Little

2014

Contemp School Psychol

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Section: School Psychologists As Consultantsmentioning

confidence: 99%

“…In a survey of 249 practicing school psychologists in California, 41% of respondents indicated that they participated in consultation with teachers on a regular basis (Powers, Hagans, & Busse, 2008). It should be noted that the effectiveness of the school psychologist consultation with teachers was not measured and therefore unknown (Powers et al, 2008). Results from a mixed-methods study indicate promising trends in school psychologist consultation on early career teachers' effectiveness and connectedness (Shernoff et al, 2016).…”

Section: School Psychologists As Consultantsmentioning

confidence: 99%

Effects of Consultation on Professional Learning Communities

Preast

Burns

2018

Journal of Educational and Psychological Consultation

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advocacy into research and I am a better School Psychologist because of you. I also want to extend my thanks to Dr. Chad Rose, Dissertation Committee Member, for your trust and support through my doctoral experience. Thank you to my fellow graduate student and project right-hand woman, Lisa Aguilar. There is no way this project would have been executed as it was without your help and the time you dedicated. And thank you to my project observers and fellow graduate students, Crystal Taylor, Helen Young, Katie Eiben, and Karen Keltner. Last but not least, I want to thank my incredible support system outside of Mizzou. To my mother, you taught me to question everything and never stand for the mistreatment of others. You created a culture of advocacy in our home that has fueled my career and I have full intentions of following in your footsteps throughout the rest of my life. To my father, you have given me more gifts than you could ever know. You taught me how to work hard to earn respect and recognition. You have been my rock during this journey and I could not have accomplished this without you. To my brother, extended family, and friends, I am incredibly lucky to have so many people who have loved and supported me through my prolonged status as a professional student. You have provided guidance, respite, meals, and so many other things for which I am so grateful. Thank you to my Southbrook family for giving this NC girl a home and a family away from home. And a last thank you so my spotted spaniels. You provided the cuddles I needed after hard days, walks to clear my head, and necessary breaks to keep my sanity. iii

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“…For example, school psychologists may work with individual students or small groups of students to deliver evidence-based instructional supports to promote academic skill development (e.g., Powers, Hagans, & Busse, 2008 ), social skill acquisition (e.g., Bellini, Peters, Benner, & Hopf, 2007 ), and social-emotional competence (e.g., Elias & Haynes, 2008 ). School psychologists may consult with teachers and parents surrounding reducing child problem behavior and enhancing familyschool partnerships (e.g., Garbacz et al, 2008 ) and consult with teachers on meeting students' individualized education program objectives (e.g., Ruble, Dalrymple, & McGrew, 2011 ).…”

Section: Introductionmentioning

confidence: 99%