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ERIC Number: EJ933650
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1087-3414
Sustaining RtI through Consultee-Centered Consultation
Knotek, Steven E.
California School Psychologist, v10 p93-104 2005
Response-to-intervention (RtI) models utilize a proactive, prevention approach that requires the implementation of a sophisticated, multi-tiered problem-solving process in the regular education environment. Effective and sustainable implementation of these models will necessitate a mechanism to support professional development, treatment fidelity, and the transportability of evidence-based interventions to the unique ecologies of individual school sites. This paper discusses problems related to the implementation of RtI models and outlines professional development issues related to implementation. A case is then made for the use of consultee-centered consultation, because of its focus on consultee development, to sustain the implementation and dissemination of RtI models in schools. The article ends with a presentation of how one RtI model, Instructional Consultation, integrates consultee-centered consultation into its implementation and professional development procedures.
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act