Nature of Implementing Response to Intervention in Fourth Grade

Citation data:

Dissertations

Publication Year:
2012
Usage 40
Downloads 33
Abstract Views 7
Repository URL:
https://digscholarship.unco.edu/dissertations/69; https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1068&context=dissertations
Author(s):
ALSuliman, Maha
Publisher(s):
Scholarship & Creative Works @ Digital UNC; University of Northern Colorado
Tags:
Special education; Mixed-method; Progress monitoring; Response to Intervention; RTI Implementation; Special education; Mixed-method; Progress monitoring; Response to Intervention; RTI Implementation
thesis / dissertation description
The ultimate goal of this concurrent embedded mixed-method study was to describe the implementation of Response to Intervention (RTI) and understand the role of Response to Intervention at the fourth-grade elementary school level on the academic performance. This study examined both qualitative and quantitative data. In the qualitative phase, a case-study method was utilized by collecting data in the form of interviews, observations, and corresponding data collection. The quantitative data examined student data based on progress monitoring in math and reading. The researcher analyzed and graphed the students’ data to determine a trend of student performance when provided with Response to Intervention services. From the qualitative phase, the researcher identified four major themes: Response to Intervention Implementation; Response to Intervention Evaluation and Identification; Collaboration; and the Participants’ Preparation for Response to Intervention. In the quantitative phase, the researcher found two general patterns of change on the students’ data. These patterns were growth and non-growth. The findings showed that general education teachers, special education teachers, and interventionists supported the implementation of Response to Intervention and its processes. The quantitative data reflected the successful practices of practitioners engaged in the implementation of Response to Intervention. The data showed that students did not fall further behind when they received interventions within the Response to Intervention framework. The interpretation of these findings led the researcher to examine the future implications for practitioners of Response to Intervention and policy makers. Overall, there was a need for further research into the implementation of Response to Intervention, how behavior should be included into the Response to Intervention framework, and the importance of in-depth quality training and professional development for educators. Keywords: Response to Intervention, progress monitoring, mixed-method, RTI Implementation.