<p>The authors investigated the extent to which the amount of training in Response to Intervention (RtI) impacts staff members' perceptions of RtI, how staff members' perceptions of RtI relate to their fidelity of implementation, and to what degree staff members' involvement in training influences their fidelity of implementation. A convenience sampling of thirty-eight staff members in Middle Tennessee was surveyed using a questionnaire and interview. Participants in the study worked in elementary and middle schools within a large urban district lacking a well-defined RtI program and a smaller district with a well-defined program. The quantitative analysis revealed that there is no statistically significant relationship between training and teachers' perceptions of RtI. There is a statistically significant relationship between teachers' perceptions and fidelity of implementation as well as the amount of training they receive and fidelity of implementation. The strongest relationship found was between teachers' perceptions of RtI and their fidelity of implementation of RtI. The qualitative analysis revealed that staff member perceptions concerning RtI effectiveness and individual comfort in implementation abilities are motivated by accountability, time, procedures, and training. The chief recommendations the researchers made to the Tennessee Department of Education are to focus on improving perceptions of RtI and provide adequate training through adding evidence-based intervention suggestions to the state manual, determine how to unite pre-service training for RtI across the state, and create a hierarchy map of new personnel including a state-level RtI coordinator, regional coordinators, state auditors, district-level coaches, and site coaches.
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3603454 |
| Date | 15 January 2014 |
| Creators | Latacha, Kathryn N. |
| Publisher | Lipscomb University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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