Examining the Changing Landscape of School Psychology Practice: A Survey of School-Based Practitioners regarding Response to Intervention

Autor/inn/en	Sullivan, Amanda L.; Long, Lori
Titel	Examining the Changing Landscape of School Psychology Practice: A Survey of School-Based Practitioners regarding Response to Intervention
Quelle	In: Psychology in the Schools, 47 (2010) 10, S.1059-1070 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20524
Schlagwörter	Intervention; School Culture; School Psychologists; School Psychology; Surveys; Response to Intervention; Academic Achievement; Evaluation; Federal Legislation; Learning Disabilities; Special Education; Graduate Study; Higher Education; Continuing Education + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Survey; Umfrage; Befragung; Schulleistung; Evaluierung; Bundesrecht; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Weiterbildung
Abstract	As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school psychologists were surveyed regarding their training, involvement, and perceptions of RtI. The results indicate that practitioners engage in multiple training experiences via a variety of modalities. Nearly half of respondents reported employment at sites implementing RtI. Practitioners at RtI-implementing sites reported a greater proportion of their time spent in academic intervention and conducted fewer psychoeducational assessments relative to their peers at non-RtI-implementing sites. Although many reported that RtI had positive effects on academic performance, a sizeable proportion of practitioners observed no effect on school culture and climate. Implications for school psychology training and practice are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10