Creator

Maha ALSuliman

Advisor

Rude, Harvey

Committee Member

Rue, Lisa A.

Committee Member

Pierce, Corey D.

Committee Member

Jackson, Lewis B.

Department

Special Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

1-1-2012

Genre

Thesis

Extent

240 pages

Digital Origin

Born digital

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.

Degree type

PhD

Degree Name

Doctoral

Language

English

Local Identifiers

ALSuliman_unco_0161D_10210

Rights Statement

Copyright is held by author.

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