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• W1498226721 abstract "The primary focus of education is to instill knowledge in children in order to lead them toa successful life. However, there are many children who struggle academically and manyteachers who feel helpless in knowing how to help children succeed. Traditionalinterventions such as retention in grade or placement in special education have hadlimited success. Empirical studies have shown that these children can be more successfulby offering earlier academic interventions for them, before they have begun to fail (FirstSigns, 2004). Early interventions are a range of services that are offered to children,particularly young children, who have been diagnosed with or are at-risk for a conditionthat could affect their learning capabilities. In other words, early interventions are thosethat attempt to provide children with assistance in learning before a problem develops.One particular form of early intervention that has recently become popular is Response toIntervention (RTI), which is the practice of offering evidence-based procedures within the general education curriculum to assist students with academic difficulties and monitortheir response to those procedures (Harris-Murri, King, & Rostenburg, 2006). Responseto Intervention is intended to reduce the overall number of referrals and placementswithin special education (Brown-Chidsey & Steegeg, 2005); increase reading capacity forchildren (Dunn, 2007); reduce minority overrepresentation in special education (Harry,Klingner, Sturges, & Moore, 2002; Marston, Muyskens, Lau, & Canter, 2003); reduce thenumber of children grade-retained each year (Jimerson, Pletcher, Graydon, Schnurr,Nickerson, & Kundert, 2006); and improve overall academic instruction from teachers(Brown-Chidsey & Steegeg, 2005). However, there is limited research on the actualeffects of utilizing RTI. In particular, there is significantly limited research demonstratinghow training in RTI impacts a teachers’ self-efficacy regarding their teachingeffectiveness and how teachers perceive their ability to impact student academic progressis imperative to successful academic interventions. According to Lane, Mahdavi, andBorthwick-Duffy (2003) if teachers do not feel they have the knowledge and skills toimplement services, the service integrity will suffer. Therefore, this study looked at theeffects of Response to Intervention on reducing special education assessment referrals. Also, this study examined the impact of RTI training and implementation on teacher selfefficacy.Finally, teacher perceptions regarding the RTI training provided to them wasexamined. Unfortunately, the current study was not able to add to this literature base withany significant findings." @default.
• W1498226721 created "2016-06-24" @default.
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• W1498226721 date "2010-01-01" @default.
• W1498226721 modified "2023-09-23" @default.
• W1498226721 title "Impact of response to intervention training on teacher and school outcomes" @default.
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