This study was completed with support from the Korn Learning, Assessments, and Social Skills (KLASS) Center at The University of Tennessee.
EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION
Version of Record online: 24 JAN 2013
© 2013 Wiley Periodicals. Inc.
Psychology in the Schools
Special Issue: Preparing the Next Generation of School Psychologists: Emerging Challenges and Opportunities
Volume 50, Issue 3, pages 272–289, March 2013
How to Cite
Skinner, C. H., Mccleary, D. F., Skolits, G. L., Poncy, B. C. and Cates, G. L. (2013), EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION. Psychol. Schs., 50: 272–289. doi: 10.1002/pits.21676
- Issue online: 12 FEB 2013
- Version of Record online: 24 JAN 2013
- Korn Learning, Assessments, and Social Skills
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.