This multi-site case study utilized qualitative methods to examine the implementation of RTI models and evidence-based interventions in three elementary schools. The purpose of this study was to learn about the different types of interventions schools are implementing vis-à-vis RTI frameworks to improve student learning. Specifically, this study examined: (a) academic interventions used in Tiers 2 and 3; (b) the selection of evidence-based interventions; (c) the implementation of these interventions; and (d) the level of support general education teachers receive while implementing the interventions. The types of qualitative data collected involved observations, interviews, and document reviews. Field notes were written to collect data from observations, documenting the academic interventions utilized with students and the time frame of the implemented interventions. Next, semi-structured interviews were conducted with the use of purposive sampling. I interviewed three participants (e.g., one general and special education teacher and one administrator) from each RTI team, sharing different perspectives of the RTI process. Lastly, I reviewed documents to develop an in-depth understanding of the RTI team’s practices, interventions, and data collection methods. I analyzed each case individually before a cross-case analysis occurred (Yin, 2014).
The findings from this study indicated that these three elementary schools utilized evidence-based interventions, including: (a) general interventions (e.g., pre-teaching vocabulary); (b) repetition of basic reading instruction; and (c) specialized reading, writing, and math interventions to increase students’ academic performances. All the interventions are listed with brief descriptions in Chapter 4. School professionals at these three schools acquire knowledge about new evidence-based interventions by attending meetings, trainings, and textbook adoptions. These three elementary schools implemented Tier 2 and 3 interventions within a specified time period, ranging from 30-to-60 minute sessions two to five times per week for a period of six to 10 weeks. General education teachers collaborated on a regular basis and received training and support while implementing these interventions, and highly trained professionals (e.g., special education teachers, math and literacy specialists, and instructional coaches) taught the specialized interventions to students with the most intensive needs. Implications for practitioners, policy recommendations, and future research for the RTI process are also included.
|Advisor:||Anderson, Jeffrey A.|
|Commitee:||Decker, Janet, Nord, Derek, O'Neal, Tina|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Special education, Educational evaluation, Educational psychology|
|Keywords:||Evidence-Based Practices, Intervention, Progress Monitoring, Response to Intervention, Special Education, Universal Screening|
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