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

Articles

Theory to Practice: Implementation Achievements and Challenges of Response to Intervention in a Rural District

Brenda L. Barrio, Ph.D., Kira J. Carbonneau, Ph.D., Marcus Poppen, Ph.D., Darcy Miller, Ph.D., Michael Dunn, Ph.D., Yun-Ju Hsiao, Ph.D.
  • Brenda L. Barrio, Ph.D. (Author) Washington State University image/svg+xml
  • Kira J. Carbonneau, Ph.D. (Author) Washington State University
  • Marcus Poppen, Ph.D. (Author) Washington State University
  • Darcy Miller, Ph.D. (Author) Washington State University
  • Michael Dunn, Ph.D. (Author) Washington State University - Vancouver image/svg+xml
  • Yun-Ju Hsiao, Ph.D. (Author) Washington State University - Tri-Cities image/svg+xml
DOI
https://doi.org/10.64546/jaasep.410
Abstract
Implementation of Response to Intervention (RTI) has been developed with the goal of increasing the efficiency and efficacy of the identification process for students at risk of/with learning disabilities. While this goal is well-intentioned, the implementation of RTI has faced challenges at the district level. Understanding the current implementation practices of RTI within school districts can provide insight into how the theory and goals behind RTI are being interpreted, thus providing evidence for the benefits of implementing RTI as well as uncovering the challenges that district face as they implement this pre-referral model. The purpose of this mixed methods study w to examine how RTI is translated into everyday implementation across elementary and intermediate schools. Findings suggest that achievements occurred within the culture, however, inconsistencies and misunderstanding of RTI lead to the misimplementation of components within the model. Implications for research and practice are further discussed.
Keywords
At Risk Students, Barriers, Disability Identification, Elementary School Students, Elementary School Teachers, Elementary Schools
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How to Cite
Barrio, B. L., Carbonneau, K. J., Poppen, M., Miller, D., Dunn, M., & Hsiao, Y.-J. (2019). Theory to Practice: Implementation Achievements and Challenges of Response to Intervention in a Rural District. Journal of the American Academy of Special Education Professionals, 14(3), 125-140. https://doi.org/10.64546/jaasep.410

Fall 2019

Article Information

  • Article Type Articles
  • Submitted September 15, 2019
  • Published October 15, 2019
  • Issue Fall 2019
  • Section Articles
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