Response to Intervention (RTI) emerged as a new service delivery model designed to meet the learning needs of all students prior to diagnosis and placement in the special education setting. The problem was few research studies had been conducted between general education teachers with intensive professional development and those without professional development in the multiple areas of RTI implementation. This researcher sought to gain an understanding of the RTI implementation processes between two groups of general education teachers with and without professional development training. An analysis of variance (ANOVA) was performed on the variables of professional development training as related to self-reported practice of implementing the RTI process, self-reported practices implementation success rates, and self-reported practice data collection responsibilities when implementing the RTI process with demonstration and comparable groups of teachers. There was a significant difference between demonstration school and the comparable school general education teachers’ self-reported practices when implementing the RTI processes. There was no significant difference between the demonstration school and the comparable school general education teachers’ self-reported implementation success rates. There was no significant difference between the demonstration school and the comparable school general education teachers’ self-reported data collection responsibilities when implementing the RTI process. Recommendations for professional development opportunities for all teachers, paraprofessionals, and administrators involved in the RTI process were made based upon the analyzed data from the research study.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Special education, Teacher education|
|Keywords:||ANOVA, Inclusion, Professional development, Quantitative, Response to intervention, Special education|
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