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ERIC Number: ED531276
Record Type: Non-Journal
Publication Date: 2009
Pages: 106
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-6543-0
ISSN: N/A
Response to Intervention: A Study of the Implementation of Response to Intervention in North Dakota Schools
Wold, Cheryl M.
ProQuest LLC, Ph.D. Dissertation, The University of North Dakota
The purpose of this study was to explore the implementation of the Response To Intervention (RTI) model in North Dakota. This model consists of tiers of interventions that are systematically implemented to help students who are identified at-risk. Under this model, if students fail to respond to interventions over time, they may be identified as having specific learning disabilities (SLD). Many special educators working in North Dakota have not been trained in the RTI approach. The investigator attempted to determine which approach for the identification of learning disabilities in school--age children was most prevalent in North Dakota. Attitudes and opinions concerning RTI were assessed along with what training needs special educators identified for the implementation of the model. The study included two descriptive questions related to the model used for SLD identification and training needs for RTI. The comparison question attempted to determine if there were differences among Directors of Special Education, Specific Learning Disabilities (SLD) Teachers, and Speech and Language Pathologists (SLPs) in the following areas: understanding of the RTI model, using teams to problem solve, selecting the right interventions, progress monitoring, graphing data for visual analysis, training, and the effects of RTI on school districts. Demographic data and survey information were gathered using Survey Monkey, which is an online survey instrument. The survey was responded to by 25 Directors of Special Education, 52 Speech and Language Pathologists, and 137 Specific Learning Disabilities Teachers. The data obtained from the survey was statistically analyzed using the Statistical Package for the Social Sciences (SPSS). Frequencies and averages were computed to answer the descriptive questions. A one-way MANOVA was used to answer the comparison question. A combination of the discrepancy model and RTI was identified as the model used most often in North Dakota to identify students with SLDs. All components of RTI were identified as areas of training needs. Significant differences were found between SLPs and SLD teachers in their attitudes and opinions related to RTI with the SLPs having higher mean values. No differences were found between the Directors and the SLPs or SLD teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Dakota