General education teachers' knowledge of Response to intervention

Date of Award

2013

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Advisor: Susan Davies

Abstract

Response to Intervention (RTI) is a revolutionary innovation to the structure of educational services. With this innovation come changes in required knowledge and skills for all school personnel. General education teachers are major stakeholders in an RTI approach, yet there is a shortage of literature examining their knowledge of RTI. The present study involved surveying Ohio general education teachers' knowledge of RTI with a 24-item RTI knowledge instrument. The survey measured knowledge in five areas of RTI: general ideology, problem-solving, tiers of service-delivery, data collection and interpretation, and intervention. Results demonstrated that teachers were more knowledgeable about RTI than previous studies found, answering 77% of questions about RTI correctly. Teachers' strongest area of knowledge was problem-solving; their weakest area of knowledge was the tiers of service-delivery. In addition, various background factors were investigated for their relationship to knowledge of RTI. Implications for improvements in teacher training in RTI are discussed.

Keywords

Response to intervention (Learning disabled children), Teachers Training of, Teachers of the learning disabled, Educational psychology; RTI, Response to intervention; teachers; knowledge

Rights Statement

Copyright © 2013, author

Link to Full Text

Share

COinS