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
Abstract
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.
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.
Notes
Dean's Citation for Outstanding Dissertation
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
ALSuliman_unco_0161D_10210
Rights Statement
Copyright is held by author.
