Surveying School Psychologists about Pre-service Training in Response to Intervention

The objective of this project was to obtain detailed information regarding the pre-service training of school psychologists pertaining to Response to Intervention (RTI). RTI is a three tiered model for providing intervention that has recently been identified as an alternative method for identifying children with learning disabilities. Surveys were sent to a nationally stratified random sample of school psychology practitioners. School psychologists were asked to provide information related to their training within the area of RTI. Descriptive and correlation analyses were conducted on all returned surveys. Results from this project were synthesized to determine if school psychologists are adequately trained. In addition, relative strengths and weaknesses of current training practices were identified. The results provide information pertaining to current pre-service RTI training; reported levels of satisfaction with pre-service training, as well as actual time spent providing RTI services. The findings highlight areas that need to be addressed to improve the quality of pre-service training of school psychologists. Therefore, the results may be used to inform graduate training programs what skills school psychologists need further training in to be better prepared to work in today’s schools

Surveying Special Education Teachers about Pre-service Training in Response to Intervention

Response to intervention (RTI) is an alternative method school districts may now use to identify children with learning disorders. In the RTI model, a student with academic difficulties is provided one or more empirically supported interventions. The student’s academic performance is monitored to see if the student progresses. If the student’s performance does not improve, then the failure to respond may be viewed as evidence of an underlying learning disability. The objective of the study was to determine whether special education teachers are receiving adequate training regarding RTI services. A survey was mailed to a nationally stratified random sample of 1000 special education teachers in the United States. The survey contained questions that examined the respondents’ satisfaction with the pre-service training in RTI and the daily activities implemented to deliver RTI services. Descriptive and correlation analyses were conducted on all returned surveys. The results highlight the strengths and weaknesses in the quality of pre-service RTI training of special education teachers. The findings also identify the daily RTI activities of special education teachers as well as the barriers they face administering these services. The findings may be used to inform teacher training programs about the skill areas that need further development so special education teachers can be better prepared to work in schools today