School Psychologists Perceptions Of Stakeholder Engagement In Response To Intervention

Abstract

As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their engagement in the implementation of RTI, the systems level collaboration in implementing RTI, and engagement of other educational professionals (teachers, counselors, and administrators) in RTI. Over sixty practicing certified school psychologists in the Pacific Northwest completed an online researcher-designed survey of their perceptions of RTI. The majority of participants reported that they were prepared to participate in RTI implementation, but they also indicated that RTI is not effectively implemented in a collaborative, team-based approach. Implications for training and practice and recommendations for future research are discussed.