EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION

The success of Response‐to‐Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem‐solving RTI models, school psychologists have an opportunity to contribute to and enh...

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Bibliographic Details
Published inPsychology in the schools Vol. 50; no. 3; pp. 272 - 289
Main Authors Skinner, Christopher H., Mccleary, Daniel F., Skolits, Gary L., Poncy, Brian C., Cates, Gary L.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley-Blackwell 01.03.2013
Wiley Subscription Services, Inc
Subjects
Behavior Change
Comparative Analysis
Cooperation
Counseling Techniques
Evaluation Methods
Graduate Study
Measurement
Problem Solving
Remedial Instruction
Research Design
Response to Intervention
School Psychologists
School psychology
Service delivery
Special Education
Validity
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Summary:The success of Response‐to‐Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem‐solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial‐procedure evidence base. In this article, we describe and analyze how the broad‐scale implementation of RTI may allow school psychologists to collaborate with others to apply, develop, adopt, and adapt contextually valid remedial and research design procedures. To capitalize on this opportunity, graduate training in school psychology must be enhanced to focus on the application of repeated measures design in applied settings using more precise and sensitive measurement and evaluation procedures. Such strategies should prevent us from advocating for procedures that cannot be applied in educational contexts and/or are ineffective. This will also encourage comparative effectiveness studies that can be used to determine which procedures remedy problems the quickest.
Bibliography:This study was completed with support from the Korn Learning, Assessments, and Social Skills (KLASS) Center at The University of Tennessee.
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ISSN:0033-3085
1520-6807
DOI:10.1002/pits.21676