Abstract
After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a paucity of research regarding school psychologists’ readiness to perform such a meaningful role. In this exploratory study, a sample of 62 practicing school psychologists completed a survey evaluating their practical and philosophical perceptions of RtI and the relationship with their willingness to support RtI implementation. Results from a multiple regression analysis indicated that only practitioners’ philosophical readiness, but not their practical readiness, made a unique contribution to their willingness to use or facilitate an RtI process. Implications for pre-service and in-service professional preparation and practice are discussed.
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