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Examining the changing landscape of school psychology practice: A survey of school‐based practitioners regarding Response to Intervention
Author(s) -
Sullivan Amanda L.,
Long Lori
Publication year - 2010
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.20524
Subject(s) - psychology , response to intervention , school psychology , intervention (counseling) , medical education , modalities , variety (cybernetics) , applied psychology , exploratory research , educational psychology , perception , pedagogy , medicine , social science , psychiatry , artificial intelligence , sociology , neuroscience , computer science
As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school psychologists were surveyed regarding their training, involvement, and perceptions of RtI. The results indicate that practitioners engage in multiple training experiences via a variety of modalities. Nearly half of respondents reported employment at sites implementing RtI. Practitioners at RtI‐implementing sites reported a greater proportion of their time spent in academic intervention and conducted fewer psychoeducational assessments relative to their peers at non‐RtI‐implementing sites. Although many reported that RtI had positive effects on academic performance, a sizeable proportion of practitioners observed no effect on school culture and climate. Implications for school psychology training and practice are discussed. © 2010 Wiley Periodicals, Inc.