Teachers' and school principals' perception of barriers and facilitators in response to intervention implementation and use for specific learning disability referrals

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dc.contributor Harrison, Patti L.
dc.contributor Rush, S. Craig
dc.contributor Robinson, Cecil D.
dc.contributor Siders, James A.
dc.contributor Thoma, Stephen
dc.contributor.advisor Harrison, Patti L.
dc.contributor.advisor Rush, S. Craig
dc.contributor.author Wheeler, Joanna Rebecca
dc.date.accessioned 2017-03-01T17:23:10Z
dc.date.available 2017-03-01T17:23:10Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001894
dc.identifier.other Wheeler_alatus_0004D_12297
dc.identifier.uri https://ir.ua.edu/handle/123456789/2323
dc.description Electronic Thesis or Dissertation
dc.description.abstract The use of response to intervention (RTI) in school settings has increased in recent years. RTI is flexible in design and allows school districts to use available resources to carry out the RTI process. Elementary teachers are responsible for much of the RTI process including conducting interventions and monitoring academic progress. However, elementary principals also collaborate with teachers in the RTI process. The purposes of this study were to conduct a qualitative investigation of factors perceived by teachers and school administration to act as barriers or facilitators of a) RTI implementation and the b) use of RTI to make SLD referrals at each of the three RTI tiers. In fall 2012, this study used the qualitative design of grounded theory to guide data collection regarding the perceptions of elementary teachers and principals. The study included a total of six general education teachers, three special education teachers, and two school principals (n=11) from five elementary schools, within a single school district, that had begun RTI implementation two years prior to data collection. Data collection included individual interviews, critical incident reports, and field notes that were coded to develop themes within the data and sequentially construct a theory that enabled better understanding of collected data. In summary, from collected data, five main themes emerged for both barriers and facilitators: district and school administrative leadership, school values and attitude, support for RTI practices and procedures, training and teacher characteristics, and problem-solving and holistic approach.
dc.format.extent 378 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Psychology
dc.title Teachers' and school principals' perception of barriers and facilitators in response to intervention implementation and use for specific learning disability referrals
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline School Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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