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EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION
Author(s) -
Skinner Christopher H.,
Mccleary Daniel F.,
Skolits Gary L.,
Poncy Brian C.,
Cates Gary L.
Publication year - 2013
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.21676
Subject(s) - remedial education , psychology , intervention (counseling) , response to intervention , school psychology , process (computing) , quality (philosophy) , scale (ratio) , service delivery framework , management science , applied psychology , medical education , service (business) , mathematics education , computer science , medicine , engineering , philosophy , physics , economy , epistemology , quantum mechanics , psychiatry , economics , operating system
The success of Response‐to‐Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem‐solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial‐procedure evidence base. In this article, we describe and analyze how the broad‐scale implementation of RTI may allow school psychologists to collaborate with others to apply, develop, adopt, and adapt contextually valid remedial and research design procedures. To capitalize on this opportunity, graduate training in school psychology must be enhanced to focus on the application of repeated measures design in applied settings using more precise and sensitive measurement and evaluation procedures. Such strategies should prevent us from advocating for procedures that cannot be applied in educational contexts and/or are ineffective. This will also encourage comparative effectiveness studies that can be used to determine which procedures remedy problems the quickest.