Date of Award

2012

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Sandra S. Stroebel

Second Advisor

Fred Jay Krieg

Third Advisor

Edna Meisel

Abstract

With the passage of No Child Left Behind in 2001, schools were required to prepare students using research-based teaching methods, interventions, and approaches. Response to Intervention (RTI) is an evidence-based practice that allows schools to assess student responses to interventions. RTI was implemented as a pilot program in West Virginia beginning from 2007 to 2010. Although research has been frequent on implementing RTI, little research has been conducted analyzing RTI and school psychologist involvement, particularly in West Virginia. The purpose of this study was to examine what factors serve as predictors of RTI involvement in West Virginia. The examiner used data from the 2011 West Virginia School Psychologists Association survey to predict RTI Involvement by West Virginia school psychologists. The results indicated no variables significantly predict RTI involvement for West Virginia school psychologists.

Subject(s)

Response to intervention (Learning disabled children) - West Virginia.

School psychology - West Virginia.

United States. No Child Left Behind Act of 2001.

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