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Maximizing the effectiveness of building teams in response to intervention implementation
Author(s) -
Nellis Leah M.
Publication year - 2012
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.21594
Subject(s) - intervention (counseling) , response to intervention , psychology , quality (philosophy) , teamwork , medical education , best practice , applied psychology , component (thermodynamics) , team effectiveness , process management , knowledge management , computer science , engineering , medicine , political science , psychiatry , law , physics , thermodynamics , philosophy , epistemology
In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data‐based decision making occurs at the school, grade, small‐group, and individual student level. Thus, high‐quality teaming practices are critical for the realization of the potential outcomes associated with RtI and intervention efforts. Existing research has identified various barriers to the implementation of high‐quality team practices. This article summarizes the history of teaming in schools, discusses potential barriers, and offers strategies for enhancing team practices and maximizing the outcomes of teaming. © 2012 Wiley Periodicals, Inc.