NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ788369
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 50
ISSN: ISSN-0279-6015
Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention
Kratochwill, Thomas R.; Volpiansky, Paula; Clements, Melissa; Ball, Carrie
School Psychology Review, v36 n4 p618-631 2007
We provide an overview of the role professional development plays in multitiered prevention and intervention models. Specifically, professional development is discussed within the context of establishing sustainable improvement in schools as professionals implement multitiered models of prevention and intervention services, programs, and practices related to response to intervention. We discuss the system capacity for sustainable improvement and system-wide procedures that can be implemented to support multitiered prevention models. We also discuss various models, levels of professional development, and the relationship between professional development implementation and sustainability of school improvement. We conclude with a discussion of the challenges schools are likely to face in establishing response to intervention. We also note what preservice and in-service professional development activities can offer to help overcome some of these challenges and barriers to system-wide change in quality prevention and intervention programs. (Contains 4 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A