Qualitative Analysis of Tier 3 Response to Intervention Implementation in Schools

Date of Award

2012

Degree Name

Ed.S. in School Psychology

Department

School of Education and Health Sciences

Advisor/Chair

Advisor: Sawyer A. Hunley

Abstract

The aim of the present study was to investigate whether or not school districts that employ school psychologists who have been trained to use the RTI model are currently using RTI practices to identify students in need of intervention or as part of the disability determination process. Specifically, the use of Tier 3 case studies as part of the disability determination process was explored. Several factors were identified as obstacles or factors supporting RTI implementation, including administrator support, teacher support, professional development and training for staff, and having procedures in place for intervention implementation and data collection.

Keywords

Response to intervention (Learning disabled children) Case studies, Learning disabled children Identification Case studies

Rights Statement

Copyright © 2012, author

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