Evaluating school psychologists' connections to change, leadership, and resources in RTI implementation

Abstract

The authors of this study explored Response to Intervention (RTI) implementation in relation to school psychologists' attitudes toward change, leadership skills, and access to resources. A random national sample of school psychologists who were National Association of School Psychologists (NASP) members participated. One survey was created, which measured levels of RTI implementation (Kilgallen, in preparation; Vernez, Karam, Mariano, & DeMartini, 2006), attitude toward change and leadership skills (Szabla, 2007), and access to resources (Brends, Bodilly, and Kirby, 2002). One-Way ANOVA and multiple regression procedures were utilized to analyze the data. The findings suggested a statistically significant variation in levels of RTI implementation based on school location (e.g., rural, urban, or suburban). Strong correlations between attitude towards change, leadership skills, and access to resources with RTI implementation were also found. These finding help explain integral components of the RTI implementation process in schools.