Over a decade of practice: Are educators correctly using tertiary interventions?. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.
• Is Part Of: Preventing school failure. Volume 63:Issue 1(2019)
• Page Start: 52
• Page End: 61
• Publication Date: 2019-01-02
• Subjects: Intensive interventions -- Multitier system of support -- response to intervention -- teacher education -- tertiary supports; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2018.1491021
• Languages: English
• ISSNs: 1045-988X

Abstract

Abstract: The purpose of the study was to understand current knowledge and implementation of a multitier system of support. The study focuses on tertiary interventions and uses input from teachers in a top education system who are responsible for implementing a Response to Intervention (RTI) framework daily. Sixty-three K–5 teachers were surveyed to determine understanding of an RTI framework, implementation of tertiary supports, and resources contributing to the teachers' knowledge of RTI. Virtually all responding teachers reported implementing RTI, but many teachers did not understood who should receive tertiary supports, what supports are evidence-based, where to find information about best practice, or that tertiary supports are always part of an MTSS. Implications for practice are discussed with strategies, resources, and quick tips for classroom implementation.