Advisor(s)

William Sanchez

Contributor(s)

Robert J. Volpe, Robert Lichtenstein

Date of Award

2011

Date Accepted

1-2011

Degree Grantor

Northeastern University

Degree Level

Ph.D.

Degree Name

Doctor of Philosophy

Department or Academic Unit

College of Arts and Sciences. Department of Psychology.

Keywords

educational psychology, CBAM, conerns, implementation, RTI, school psychology

Subject Categories

Learning disabled youth--Services for

Disciplines

Psychology

Abstract

Responsiveness-to-Intervention (RTI) represents a paradigm shift in how students are evaluated for learning disabilities and found eligible for special education services. With the reauthorization of the federal Individuals with Disabilities Act (IDEA) in December 2004, no longer is it a requirement for a student to show a "severe discrepancy" between intellectual ability and academic achievement in order to be diagnosed with a Specific Learning Disability (SLD). New regulations allow local education agencies to use a student's response to intervention as part of the evaluation procedures for identifying a student with an SLD. Since the reauthorization of IDEA (2004), with its emphasis on using data obtained from scientifically based intervention to make eligibility decisions, a great deal of attention has been focused on RTI and implementation considerations. The school psychologist represents a significant stakeholder in the implementation of RTI practices. However, not enough is known about the knowledge, attitudes, and even behavioral intentions of school psychologists regarding the use of RTI. Through the use of the Concerns-Based Adoption Model (CBAM), the purpose of this study was to provide insights into the perspectives of practicing Massachusetts school psychologists who are members of the National Association of School Psychologist and/or Massachusetts School Psychologist Association on the emerging area of RTI. CBAM has provided a framework for the change process based upon the role of individual concern and the progression of concerns through seven areas during implementation of an innovation. Survey methodology was employed to assess school psychologists' perceived knowledge and concerns towards RTI practices, the perceived barriers and opportunities, and factors that encourage school psychologists' involvement in the implementation of RTI. Results of study found that Massachusetts School Psychologists are in an early implementation stage. Information obtained from the CBAM Stages of Concern questionnaire found that Collaboration concerns (i.e., concerns about working with and gaining access to other colleagues) emerged as the highest rated area of concern. In addition, consistent with an early implementer's profile, ratings were also elevated on Informational and Personal concern. Results of the study are discussed with a particular focus on the implications for training and implementation.

Document Type

Dissertation

Rights Holder

Jason Perry Kaplan


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