Meeting performance-based training demands: Accountability in an intervention-based practicum.

Barnett, David W.; Daly, Edward J.; Hampshire, Ellen M.; Hines, Nancy Rovak; Maples, Kelly A.; Ostrom, Jennifer Karen; Buren, Amy E. Van

doi:10.1037/h0089014

Cited by 20 publications

(29 citation statements)

References 38 publications

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“…Based on literature reviews (Batsche et al, 2005;Fuchs, 2003;, many competencies were found that would increase the likelihood of RTI success for students and schools. Broadly, these include (a) collaboration and consultation; (b) elements of RTI, evidence-based prevention, instruction, and intervention; and (c) data-based decision making (including technical adequacy) (Barnett et al, 1999;Lentz, Allen, & Ehrhardt, 1996). Table 1 outlines RTI foundation coursework occurring prior to the field experience and coursework occurring at the same time, oriented to the next professional training experience.…”

Section: Designing Field Experiences In Rti School Support Trainingmentioning

confidence: 99%

“…Although some of these statistical methods would not be used for individual students or small data sets, their use is shown here because outcomes can be summarized across classrooms and grades for both school and university accountability (e.g., Barnett et al, 1999). These statistical methods included effect sizes (nonregression) calculated based on the means and standard deviations from the first (baseline) and last intervention phases and percentage of nonoverlapping data (PND), calculated by dividing the number of intervention phase data points above the highest baseline data point by the total number of intervention phase data points.…”

Section: Design and Data Analysismentioning

confidence: 99%

“…Thus the methods being applied would possibly address student, trainee, and university outcomes through RTI outcomes as the analyzable data set (e.g., Barnett et al, 1999).…”

Section: Designing Field Experiences In Rti School Support Trainingmentioning

confidence: 99%

“…Goal attainment scaling also was used to evaluate student progress toward goals. The progress of each participating student was evaluated and given a modified Goal Attainment Scaling (GAS) rating ranging from −2 to +2 (−2 = performance significantly worse, −1 = performance somewhat worse, 0 = no progress toward goal, +1 = goal partially met, +2 = goal fully met) (Barnett et al, 1999).…”

Section: Design and Data Analysismentioning

confidence: 99%

“…This article describes a model for training school psychology and special education students in RTI through structured, interdisciplinary, preservice field experiences. The methods extend prior research on intervention-based training for school psychologists (Barnett et al, 1999) and teachers (Allen & Blackston, 2003) and may serve other training programs looking for innovative ways to prepare professionals for RTI practice.…”

mentioning

confidence: 95%

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Preservice training in response to intervention: Learning by doing an interdisciplinary field experience

Hawkins

Kroeger

Musti‐Rao

et al. 2008

Psychology in the Schools

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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 professionalsin-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. C

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Section: Designing Field Experiences In Rti School Support Trainingmentioning

confidence: 99%

Section: Design and Data Analysismentioning

confidence: 99%

“…Thus the methods being applied would possibly address student, trainee, and university outcomes through RTI outcomes as the analyzable data set (e.g., Barnett et al, 1999).…”

Section: Designing Field Experiences In Rti School Support Trainingmentioning

confidence: 99%

Section: Design and Data Analysismentioning

confidence: 99%

mentioning

confidence: 95%

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Preservice training in response to intervention: Learning by doing an interdisciplinary field experience

Hawkins

Kroeger

Musti‐Rao

et al. 2008

Psychology in the Schools

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Introduction to proteins—structure, function, and motion

Martz

2012

Biochem Molecular Bio Educ

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Steps to evaluating a statewide internship program: Model, trainee, and student outcomes

Morrison

Graden

Barnett

2009

Psychology in the Schools

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Internships play a pivotal role in the future of school psychology, and internship training is inßu-enced by disciplinary trends including (a) an increased focus on accountability and demonstrating the positive impact of trainees' practices on student outcomes and (b) growing emphasis on scientifically based and empirically based practice. These inßuences also include greater sophistication in decision making as well as different ways of outcome-focused decision making. System-wide approaches such as Positive Behavior Support (PBS) and response to intervention (RTI) require high training demands to develop intervention-related decision and accountability skills. Programmatically, accountability systems to meet the training needs of intervention services require scaling up. This article describes a multiyear developmental project bringing diverse universities together to institutionalize a statewide system of accountability. We share data from 3 years (N of interns = 278) and suggest recommendations for outcome-oriented evaluation for other universities, agencies, school psychological services delivery units, or states. C 2009 Wiley Periodicals, Inc.Forces that drive accountability movements in education and psychology have a great impact on the Þeld of school psychology. Although accountability has played a prominent role in the educational reform efforts of the past 50 years (Linn, 2000), the No Child Left Behind Act (NCLB) (PL 107-110, 2001) intensiÞed accountability efforts by mandating sanctions for schools and districts that do not meet academic performance standards. Two key positions of NCLB have inßuenced the practice of school psychology in particular: stronger accountability for results and proven educational methods. School psychologists will need to examine professional functions and quality of services, not only by ratios of professionals to students or other broad indicators such as number of students tested or "served" (cf., Goodman & Young, 2006). Future efforts to examine the impact of the support services will be guided by what school psychologists do and to what effect.In school psychology, there likewise has been an increasing focus on accountability and on promoting services that have a demonstrated positive impact on students. Training standards of the National Association of School Psychologists (NASP, 2000b) reßect the growing focus on accountability in accreditation and training standards and include emphasis on performance-based program accountability. The NASP Guidelines for professional practice and services (NASP, 2000a) encourage school psychologists and school psychological service units to evaluate services provided and their impact on students and families. In the 2002 Conference on the Future of School Psychology, all key groups representing the profession promoted several broad themes to guide the future (Dawson et al., 2004). These themes included a focus on systems-level practices, prevention and early intervention, evidence-based interventions, and assessment linked to inter...

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Meeting performance-based training demands: Accountability in an intervention-based practicum.

Cited by 20 publications

References 38 publications

Preservice training in response to intervention: Learning by doing an interdisciplinary field experience

Preservice training in response to intervention: Learning by doing an interdisciplinary field experience

Introduction to proteins—structure, function, and motion

Steps to evaluating a statewide internship program: Model, trainee, and student outcomes

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