Over a Decade of Practice: Are Educators Correctly Using Tertiary Interventions?

Autor/inn/en	Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.
Titel	Over a Decade of Practice: Are Educators Correctly Using Tertiary Interventions?
Quelle	In: Preventing School Failure, 63 (2019) 1, S.52-61 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1491021
Schlagwörter	Intervention; Response to Intervention; Teacher Attitudes; Elementary School Teachers; Evidence Based Practice; Best Practices; Information Sources; Teacher Education; Disabilities; Educational Legislation; Federal Legislation; Equal Education; Special Education; Teaching Methods; Skill Development; Error Correction; Feedback (Response); Language Usage; Self Control; Family Involvement; Behavior Problems; Educational Strategies; Teacher Student Relationship; Maryland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Information source; Informationsquelle; Lehrerausbildung; Lehrerbildung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Korrektur; Sprachgebrauch; Selbstbeherrschung; Lehrstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01