Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Implementing and Monitoring the Response to Intervention Process: The Special Educator Perspective

  • Leigh K. Gates, Ed.D (Author) University of North Carolina Wilmington image/svg+xml
    Leigh K. Gates, Ed.D. is an adjunct faculty member in the Early Childhood and Special Education Departments at the University of North Carolina Wilmington as well as a RTI Liaison for New Hanover County Schools. Her teaching and research focus on special education, teacher roles, and professional development in a Response to Intervention (RTI) model.
  • John C. Fischetti, Ed.D. (Author) Southeastern Louisiana University image/svg+xml
    John C. Fischetti, Ed.D. is Dean of the College of Education and Human Development at Southeastern Louisiana University. His teaching and research focus on school reform, teacher quality, equity and global issues.
  • Amelia Moody, Ph.D. (Author) University of North Carolina Wilmington
    Amelia Moody, Ph.D. is an Assistant Professor in the Early Childhood and Special Education Departments at the University of North Carolina Wilmington. Her research is in the areas of early childhood special education (ECSE), emergent literacy and language, and assistive technology.
DOI
https://doi.org/10.64546/jaasep.196
Abstract
As a result of the varied implementation of Response to Intervention (RTI) and uneven occurrence of professional development, special education teachers struggle to adapt to new roles and responsibilities. The purpose of this mixed methods study was to explore the role of special education teachers in implementing and monitoring RTI, the role change of special education teachers as a result of RTI, and the professional development required to support special education teachers implementing RTI. The results suggest a need for greater collaboration between general and special educators in the areas of implementation, fidelity monitoring, and professional development.
Keywords
Teacher Role, Special Education Teachers, Faculty Development, Program Effectiveness, Teacher Attitudes, Teacher Improvement
References

Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychological Assessment, 23, 362-380. doi:10.1177/073428290502300405 Barringer, M. (n.d.). Fidelity monitoring in RTI [PowerPoint slides]. Retrieved from http://webcache.googleusercontent.com DOI: https://doi.org/10.1177/073428290502300405

Bartle, H. (2009). Implementation of the response to intervention model: Perceptions of change, challenges, supports, and role shifts (Doctoral dissertation). Available from Dissertation Abstracts International database. (UMI No. 3360952)

Batsche, G., Kavale, K. A., & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32(1), 6-19. doi:10.1177/15345084060320010301 DOI: https://doi.org/10.1177/15345084060320010301

Berkeley, S., Bender, W. N., Peaster, L G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95. doi:10.1177/0022219408326214 DOI: https://doi.org/10.1177/0022219408326214

Billingsley, B. (2007). Recognizing and supporting the critical roles of teachers in special education leadership. Exceptionality, 15(3), 163-176. Retrieved from http://www.tandf.co.uk/journals/titles/09362835.asp DOI: https://doi.org/10.1080/09362830701503503

Brown-Chidsey, R., & Steege, M. W. (2005). Response to intervention: Principles and strategies for effective practice. New York: Guilford Publications, Inc.

Burns, M. (n.d.) Using technology to enhance RTI implementation. Retrieved from http://www.rtinetwork.org

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications: Thousand Oaks, California.

Cummings, K., Atkins, T., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. Teaching Exceptional Children, 40(4), 24–31. Retrieved from http://www.cec.sped.org DOI: https://doi.org/10.1177/004005990804000403

Ehren, B., Laster, B., & Watts-Taffe, S. (2009). Creating Shared Language for Collaboration in RTI. National Center for Learning Disabilities, Inc. Retrieved from www.rtinetwork.org

Florida Problem-Solving & Response to Intervention Project. (2007). Perception of RtI skills survey. Retrieved from http://www.floridarti.usf.edu

Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186. doi:10.1111/15405826.00073 DOI: https://doi.org/10.1111/1540-5826.00073

Fullan, M. (2001). The new meaning of educational change. Chap 4.New York: Teachers College Press. DOI: https://doi.org/10.4324/9780203986561

Garson, G. D. (2011). Reliability Analysis. Retrieved from http://www2.chass.ncsu.edu/garson/pa765/reliab.htm

Gates, L. K. (2010). Response to intervention implementation and monitoring: Recommendations for professional development (Doctoral dissertation).

Good, R. H., Kaminski, R. A., Simmons, D., & Kame'enui, E. J. (2001). Using dynamic indicators of basic early literacy skills (DIBELS) in an outcomes-driven model. OSSC Bulletin, 44(1), 1-24. Retrieved from http://www.jacketflap.com

Gresham, F. M. (1989). Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, 18(1), 37-50. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx DOI: https://doi.org/10.1080/02796015.1989.12085399

Haar, J. M., Robicheau, J. W., & Palladino, J. (2008). Special Education: A Systematic Approach to Efficiency and Effectiveness. Online Submission, Retrieved from ERIC database. http://www.eric.ed.gov/PDFS/ED502128.pdf

Hawken, L., Vincent, C., & Schumann, J. (2008). Response to Intervention for Social Behavior: Challenges and Opportunities. Journal of Emotional and Behavioral Disorders, 16(4), 213-225. Retrieved from E-Journals database. doi:10.1177/1063426608316018 DOI: https://doi.org/10.1177/1063426608316018

Hawkins, R., Kroeger, S., MustiRao, S., Barnett, D., & Ward, J. (2008). Preservice training in Response to intervention: Learning by doing an interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762. doi:10.102/pits.20339 DOI: https://doi.org/10.1002/pits.20339

Johnson, E., Mellard, D. F. Fuchs, D., & McKnight, M. A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: NRCLD

Knotek, S.E. (2005). Sustaining RTI through consultee-centered consultation. The California School Psychologist, 10, 93-104. Retrieved from http://education.ucsb.edu DOI: https://doi.org/10.1007/BF03340924

Kovaleski, J. F. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36(4), 638-646. Retrieved from http://www.nasponline.org DOI: https://doi.org/10.1080/02796015.2007.12087924

Kratochwill, T. R., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implication for response to intervention. School Psychology Review, 36(4), 618-631. Retrieved from http://www.nasponline.org DOI: https://doi.org/10.1080/02796015.2007.12087921

Lau, M., Sieler, J., Muyskens, P., Canter, A., VanKeuren, B., & Marston, D. (2006). Perspectives on the use of the problem-solving model from the viewpoint of a school psychologist, administrator, and teacher from a large midwest urban school district. Psychology in the Schools, 43(1), 117-127. doi:10.1002/pits.20135. DOI: https://doi.org/10.1002/pits.20135

Mastropieri, M. A. & Scruggs, T. E. (2005). Feasibility and consequences of response to intervention: Examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities. Journal of Learning Disabilities, 38(6), 525-531. doi:10.1177/00222194050380060801 DOI: https://doi.org/10.1177/00222194050380060801

Murawski, W. W., & Hughes, C. E. (2009). Response to intervention, collaboration, and coteaching: A logical combination for successful systemic change. Preventing School Failure, 53(4), 267-277. DOI: https://doi.org/10.3200/PSFL.53.4.267-277

National Center on Response to Intervention [NCRTI]. (n.d.). Retrieved from http://www.rti4success.org/RTIGlossary

National Joint Committee on Learning Disabilities [NJCLD]. (2005). Responsiveness to intervention and learning disabilities. Retrieved from: http://www.ldonline.org/article/11498?theme=print

National Center on Student Progress Monitoring [NCSPM]. (2008). Response to Intervention: What Parents Need to Know and be Able to do! Retrieved from http://www.pattan.net

Nunn, G., & Jantz, P. (2008). Factors within response to intervention implementation training associated with teacher efficacy beliefs. Education, 129(4), 599-607.

Reschly, D. J., & Gresham, F. M. (2006). Implementation fidelity of SLD identification procedures. Presentation at the National SEA Conference on SLD Determination, Kansas City, MO. Retrieved from http://www.nrcld.org

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53, 12-16. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx

Spectrum K12. (2008). Fostering a unified approach to RTI and special education. Achievement Today. Retrieved from http://www.spectrumk12.com

The Iris Center. (n.d.). Fidelity of implementation. Retrieved from http://www.iris.peabody.vanderbilt.edu

Witt, J. (2006, April). Core principles and essential components of RTI [PowerPoint presentation]. Presentation at the Response-to-Intervention Symposium, Austin, TX. Retrieved March 29, 2007, from http://www.centeroninstruction.org/files/CorePrinciplesAndEssentialComponentsOfRTI.pdf

VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225-256. doi:10.1016/j.jsp.2006.11.004 DOI: https://doi.org/10.1016/j.jsp.2006.11.004

There are 37 references in total.
How to Cite
Gates, L. K., Fischetti, J. C., & Moody, A. (2013). Implementing and Monitoring the Response to Intervention Process: The Special Educator Perspective. Journal of the American Academy of Special Education Professionals, 8(1), 20-47. https://doi.org/10.64546/jaasep.196

Winter 2013

Article Information

  • Article Type Articles
  • Submitted December 24, 2012
  • Published February 15, 2013
  • Issue Winter 2013
  • Section Articles
  • File Downloads 0
  • Abstract Views 1
  • Altmetrics
  • Share
Download data is not yet available.