School Psychologists’ Stages of Concern with RTI Implementation

Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

10-25-2016

Abstract

Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some school psychologists have not yet experienced the expansion of role that these changes characteristically entail (NASP 2006). School psychologists can play an important role in these change efforts Harlacher and Siler (NASP Communique, 39(6). 2011); however, few studies have been conducted to determine the nature of the concerns of practicing school psychologists in comparison to an established change model. Survey data was collected in one state in the Pacific Northwest through the administration of the Stages of Concern questionnaire (SoC-Q) as modified by Kaplan (2011) for use with school psychologists. Specifically, the stage of concern school psychologists are in and what specific concerns about the RTI process they endorsed were explored. Although the results of this study are preliminary in nature, findings indicate that school psychologists are in the early implementation stages of concern, which has implications for professional development.

Comments

This article was originally published in Contemporary School Psychology. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

Contemporary School Psychology

Rights

© California Association of School Psychologists 2016

Link to Full Text
Contact Author

Share

COinS