Data-Based Decision Making

Thomas, Susan; Dykes, Frank

doi:10.4324/9780203932599-10

Implementing Response-to-Intervention in Elementary and Secondary Schools 2011

DOI: 10.4324/9780203932599-10

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Data-Based Decision Making

Susan Thomas¹,

Frank Dykes²

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Cited by 13 publications

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Exploratory factor analysis, reliability, and validity of the interventionist knowledge and skills survey

Bahr

Edwin

Long

2021

Psychology in the Schools

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This study examined the development and technical adequacy of the Interventionist Knowledge and Skill Survey (IKSS), a self-assessment used for understanding the degree of knowledge and skills associated with interventionists working within a multitiered system of support (MTSS). A national sample of 600 school psychologists and school counselors completed 30 Likert-type items pertaining to interventionist knowledge and skills for MTSS. Item analysis reduced the items to 22, and exploratory factor analysis and a parallel analysis identified four factors: Intervention Knowledge, Intervention Skills, Intervention Selection and Evaluation, and Consultation and Communication. Reliability analysis of the four subscales was adequate, and several other analyses provided evidence for the validity of the IKSS. Discussion focuses on use of the IKSS for research and practice as well as study limitations. K E Y W O R D S assessment of knowledge and skills, interventionists, multi-tiered systems of support | INTRODUCTIONThere are various models of school-based prevention and intervention, all of which require knowledge and skills for implementation and student success. Response to intervention (RTI) is a prevention model with a foundation in special education law and allows an alternative method for the identification of a specific learning disability (Kovaleski, 2007).Using a three-tiered model, RTI relies on the creation of a system in which academic underachievement is addressed by school-wide reliance on evidence-based instructional strategies, small group remedial efforts, and individually tailored

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Exploratory factor analysis, reliability, and validity of the interventionist knowledge and skills survey

Bahr

Edwin

Long

2021

Psychology in the Schools

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Augmentative and Alternative Communication Intervention in Public Schools: Achieving Meaningful Outcomes Through Collaboration

Forbes¹

2018

Perspect ASHA SIGs

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Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders

Gutiérrez

González

León

2021

Early Education and Development

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Data-Based Decision Making

Cited by 13 publications

References 0 publications

Exploratory factor analysis, reliability, and validity of the interventionist knowledge and skills survey

Exploratory factor analysis, reliability, and validity of the interventionist knowledge and skills survey

Augmentative and Alternative Communication Intervention in Public Schools: Achieving Meaningful Outcomes Through Collaboration

Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders

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