Abstract
After the change in the IDEIA (2004), different models of response-to-intervention (RtI) have been practiced widely in American school systems. Limited research has been conducted to determine barriers to ef- fective RtI practice, especially from school psychologists’ points of view, which may impact their willing- ness to facilitate its implementation. In this pilot study, a sample of 62 school psychologists from a mid-moun- tain state completed a survey regarding their perceived levels of competency and available time, resources, and support. In addition, school psychologists’ beliefs (i.e., usefulness, practicability, effectiveness) regard- ing their own, teachers’, and school-based RtI members’ RtI practices were also assessed. The results indicat- ed that readiness in training, time available for supporting RtI implementation, and the level of buy-in were important for effective RtI practice. Implications for school psychology training and practice are discussed.
