Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

• Published in: Journal of applied school psychology Vol. 35; no. 2; pp. 122 - 145
• Main Authors: Vollmer, Laura E., Gettinger, Maribeth, Begeny, John C.
• Format: Journal Article
• Language: English
• Published: Binghamton Routledge 03-04-2019; Taylor & Francis Ltd
• Subjects: academic achievement; Decision making; Education; Educational programs; Elementary education; Evidence Based Practice; Fidelity; General education; Polls & surveys; Preservice Teacher Education; Preservice Teachers; Preservice training; Progress Monitoring; Psychologists; Regular and Special Education Relationship; Response to Intervention; School based intervention; School Psychologists; Surveys; Teacher education; Teacher Education Programs; Teacher Educators; Teachers; Training; treatment acceptability; United States > US
• ISSN: 1537-7903; 1537-7911
• DOI: 10.1080/15377903.2018.1528488

Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice level. The purpose of this survey study was to learn more about RTI-related training provided to preservice general educators in undergraduate elementary education programs. Respondents included 95 program directors of accredited college/university teacher education programs across the United States. Participants reported providing varying levels of didactic and applied training related to each of the six core components of RTI (i.e., multitiered service delivery, universal screening, progress monitoring, data-based decision making, evidence-based interventions, and fidelity of implementation). Although most teacher educators were familiar with the overall concept of RTI, over a third of respondents were not familiar with the core component of fidelity of implementation, and reported providing limited training opportunities in this area. Respondents also indicated whether preservice teachers in their programs receive training related to specific progress monitoring tools and evidence-based interventions. Implications for school psychologists, who frequently collaborate with teachers to implement RTI models, are discussed.