Document Type

Thesis

Date of Degree Completion

Winter 2014

Degree Name

Education Specialist (Ed.S.)

Department

School Psychology

Committee Chair

Suzanne Little

Second Committee Member

Stephanie Stein

Third Committee Member

Heath Marrs

Abstract

Response to Intervention (Rtl) represents an alternative approach to traditional models of assessment and placement of struggling students in the American public education system. While Rtl can be difficult for schools to develop and implement, it offers more sensitive and long-term assessments, as well as, individualized services for all students. Schools may lack the resources and ability to maintain control of educational variables, making high-quality assessment of students and implementation of research ­based interventions a challenge. The purpose of the current study was to survey Washington State school psychologists to investigate, from their perspectives, current practices, beliefs, and demographic characteristics. The survey data were used to determine current levels of Rtl implementation and how other survey variables influence this outcome. Frequency calculation, Pearson's correlation coefficients, analysis of variance, and simple linear regression analyses were used to interpret data. The results from the 152 Washington school psychologists indicated that a majority of participants worked at schools where Rtl is being implemented, and that there was no significant difference in beliefs based on this difference between the two groups. Significant differences were found between the two groups in levels of practices, and for those working at schools with Rtl implementation the participant levels of beliefs predicted levels of practices ..

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