Understanding Practitioner Perceptions of Responsiveness to Intervention

Regan, Kelley; Berkeley, Sheri; Hughes, Melissa; Brady, Kelly K.

doi:10.1177/0731948715580437

Cited by 17 publications

(14 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They found teachers reported greater levels of understanding than preparedness to implement. Similar findings have been reported in several other investigations (e.g., Maki et al, 2018; Regan et al, 2015).…”

Section: Research-to-practice Gapsupporting

confidence: 93%

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

et al. 2020

View full text Add to dashboard Cite

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

show abstract

Section: Research-to-practice Gapsupporting

confidence: 93%

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Rather, intervention for struggling readers should continue to be directed to academic skills-based instruction operating within a systematic and structured response to intervention framework. However, significant further attention is needed to increase teacher skills and understanding of these approaches [130,133].…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Elliott

Resing

2015

J. Intell.

View full text Add to dashboard Cite

This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to ascertain whether a child was capable of profiting from schooling, there are many who now claim that cognitive assessment offers a range of diagnostic and prescriptive functions which can help teachers in delivering effective educational programs. This paper interrogates such assertions in relation to the assessment of IQ, cognitive strengths and weaknesses, executive functions, and the use of dynamic testing/assessment. The paper concludes that current evidence indicates that cognitive measures have limited relevance for instructional planning, and cognitive training programs have yet to show sufficient academic gains. For these reasons, it is recommended that our energies should be directed to the continuing development of powerful forms of academic skills-based instruction operating within a response to intervention framework.

show abstract

“…For example, SETs in high school settings have different responsibilities related to special education services (e.g., transition planning; Morningstar & Benitez, 2013) than their elementary and middle school counterparts. In addition, high school teachers feel less well-prepared and greater frustration related to response-to-intervention (RTI; Regan et al, 2015). There is evidence that support varies by grade band as well; for instance, more elementary teachers than middle or secondary teachers report participation in PD related to topics such as content knowledge, reading instruction, and behavioral supports (Rotermund et al, 2017).…”

Section: Increasing Teacher Preparedness and Supportmentioning

confidence: 99%

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

Gesel

Foreman-Murray

Gilmour

2021

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

show abstract

Understanding Practitioner Perceptions of Responsiveness to Intervention

Cited by 17 publications

References 36 publications

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

Contact Info

Product

Resources

About