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Preservice training in response to intervention: Learning by doing an interdisciplinary field experience
Author(s) -
Hawkins Renee O.,
Kroeger Stephen D.,
MustiRao Shobana,
Barnett David W.,
Ward Justine E.
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20339
Subject(s) - response to intervention , intervention (counseling) , psychology , special education , accountability , learning disability , identification (biology) , medical education , professional development , training (meteorology) , field (mathematics) , school psychology , best practice , pedagogy , mathematics education , applied psychology , medicine , developmental psychology , botany , psychiatry , meteorology , political science , pure mathematics , law , economics , biology , physics , mathematics , management
Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of prevention, instruction and intervention services, and decision making in schools. Although RTI will continue to evolve, core characteristics of RTI that form the basis of state initiatives are well founded in intervention and instructional research and practice. These core characteristics (i.e., data‐based decision making, evidence‐based intervention, teaming, and problem solving) represent skills immediately needed by professionals‐in‐training. This article reports collaboration between school psychology and special education faculty in designing and implementing an integrative field experience in RTI. Training, student, and program outcomes are used summatively for accountability. © 2008 Wiley Periodicals, Inc.