Date of Submission
Doctor of Psychology (PsyD)
Robert A. DiTomasso, Ph.D., ABPP
Diane Smallwood, Psy.D., Chairperson
George McCloskey, Ph.D.
Helena Tuleya-Payne, Ed.D.
Since recent regulations allow the use of response to intervention (RTI) for specific learning disability determination, many districts have implemented RTI. This study surveyed a stratified random sample of 2,000 teachers in Pennsylvania with 141 usable responses. The purpose of this study was to ascertain teacher understanding of components of RTI in districts using and not using RTI and to determine if district implementation procedures impacted perceived effectiveness. Overall, the groups were similar in understanding and perceived importance of RTI components; however, there were small but notable differences. Respondents with higher levels of perceived effectiveness indicated greater support from a variety of personnel. The results suggest that teachers require additional training and support in understanding and applying components of RTI.
Wilcox, Gabrielle, "Teachers' Understanding of Components of Response to Intervention (RTI) in Pennsylvania" (2009). PCOM Psychology Dissertations. 146.