EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION. Issue 3 (24th January 2013)

• Record Type: Journal Article
• Authors: Skinner, Christopher H.; Mccleary, Daniel F.; Skolits, Gary L.; Poncy, Brian C.; Cates, Gary L.; Hanchon, Timothy A.; Allen, Ryan A.
• Is Part Of: Psychology in the schools. Volume 50:Issue 3(2013)
• Page Start: 272
• Page End: 289
• Publication Date: 2013-01-24
• Subjects: Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.21676
• Languages: English
• ISSNs: 0033-3085

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>The success of Response‐to‐Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem‐solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial‐procedure evidence base. In this article, we describe and analyze how the broad‐scale implementation of RTI may allow school psychologists to collaborate with others to apply, develop, adopt, and adapt contextually valid remedial and research design procedures. To capitalize on this opportunity, graduate training in school psychology must be enhanced to focus on the application of repeated measures design in applied settings using more precise and sensitive measurement and evaluation procedures. Such strategies should prevent us from advocating for procedures that cannot be applied in educational contexts and/or are ineffective. This will also encourage comparative effectiveness studies that can be used to determine which procedures remedy problems the quickest.</p> </abstract>