Abstract
This article addresses RTI-related roles and activities engaged in by school psychologist practitioners. A national survey of school psychologist practitioners reveals that at least half are frequently engaging in RTI-related roles and activities. Practitioners are more likely to engage in certain roles, such as working with a problem-solving team, than they are to become directly involved in delivering interventions. School psychologists are more likely to have gotten extensive RTI training from professional development activities than from their graduate programs. Those who have received more extensive professional development RTI- related training are more likely to engage in a wide-spectrum of RTI activities; the same cannot be said about those who had a greater graduate school emphasis on RTI. Implications for graduate training programs are discussed.
