You are here

Qualitative Study of Systemic Factors Contributing to Successful Implementation of Response to Intervention Programs in Elementary Schools

Title: A Qualitative Study of Systemic Factors Contributing to Successful Implementation of Response to Intervention Programs in Elementary Schools.
Name(s): White, Sheila B. (Sheila Booth), author
Canto, Angela I., professor directing dissertation
Rice, Diana Claries, 1949-, university representative
Prevatt, Frances A., committee member
Roehrig, Alysia D., 1975-, committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Psychology and Learning Systems, degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2017
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (146 pages)
Language(s): English
Abstract/Description: Response to intervention (RTI), an educational reform effort designed to meet the needs of struggling learners, has been adopted by an increasing number of states as a primary component of their educational service delivery model for low-achieving students (Burns et al., 2013; Castillo & Batsche, 2012). RTI models are multi-tiered instructional systems that allow for increasingly intensive interventions depending on the individual student’s need or response to instruction as indicated by data-based progress monitoring (Fletcher & Vaughn, 2009). Because RTI programs require large-scale paradigm change and multi-disciplinary coordination at many levels of a school and district, some educators are skeptical that RTI can be implemented with fidelity and produce the desired outcomes. Schools that have successfully implemented RTI in a highly effective manner can serve as exemplars for others who are attempting to implement, improve, or refine their programs. The purpose of this proposed study is to examine the systemic factors related to the successful implementation of Response to Intervention (RTI) programs. The study proposed herein is presented from a systems theory perspective, which attempts to understand how the parts of an organization interact and influence each other and contribute to the overall performance of the system (Patton, 2002). Additionally, the emerging field of implementation science provides a useful framework for studying the transition of RTI from a research-based concept to applied practice (Forman et al., 2013). Using the National Implementation Research Network framework (Fixsen et al., 2005, 2009, 2010) as an organizational structure, this study will explore the system level factors related to successful RTI implementation in elementary schools. Understanding the contextual factors or local ecology of an organization such as a school is important when planning the implementation of large-scale school reform projects (Kratochwill et al., 2012; Patton, 2002). Kratochwill and colleagues (2012) called for an increase in qualitative studies, mixed methods designs, and single-case studies when studying evidence-based practices in schools and human service systems to better understand the local contextual factors related to successful programs. Therefore, in order to understand the unique local factors that have contributed to the successful adoption of RTI in elementary schools, qualitative methods were selected for use in this study. Two qualitative case studies of successful RTI implementation sites at the elementary school level will be investigated. Then, cross-case analysis will search for common systemic themes that influenced the RTI implementation process. It is hoped that this study will identify factors that may contribute to successful RTI implementation in elementary schools. These findings will contribute to the knowledge base regarding barriers and facilitators of evidence-based practices in the public elementary school setting.
Identifier: FSU_SUMMER2017_White_fsu_0071E_13826 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester 2017.
Date of Defense: April 3, 2017.
Keywords: Implementation Science, Response to Intervention, RTI, School Psychology
Bibliography Note: Includes bibliographical references.
Advisory Committee: Angela I. Canto, Professor Directing Dissertation; Diana Rice, University Representative; Frances Prevatt, Committee Member; Alysia Roehrig, Committee Member.
Subject(s): Psychology
Educational psychology
Persistent Link to This Record:
Owner Institution: FSU

Choose the citation style.
White, S. B. (S. B. ). (2017). A Qualitative Study of Systemic Factors Contributing to Successful Implementation of Response to Intervention Programs in Elementary Schools. Retrieved from