DIGEST-V6i3

5 TPC Digest A n increasing number of states have mandated the implementation of a multi-tiered system of supports, such as Response to Intervention (RTI), as a central or ancillary component in the identification of learning disabilities. However, little is known regarding school counselor preparedness and perceptions of RTI. The present study examined how school counselors across the nation perceived their training and knowledge of RTI, as well as their confidence in its implementation, guided by the following questions: 1. What are school counselors’ beliefs regarding RTI? 2. How prepared do school counselors feel regarding their training on the various implementation aspects of RTI? 3. What roles and responsibilities of school counselors changed due to the RTI implementation? 4. Is attitude toward RTI predicted by factors including demographics, as well as perceived confidence with various aspects of RTI? Members of the American School Counselors Association (ASCA) were randomly selected from states that implemented RTI fully or partly at the time of data collection. Participants in this study completed an online survey (N = 528), with the purpose of illuminating their participation in RTI, as well as underlying beliefs and attitudes. Survey items were comprised of five parts, including demographics; training; perceived preparedness; beliefs, responsibilities and practices in relation to RTI. The survey underwent a piloting phase to address construct and content validity prior to being utilized in research studies. Results indicated that while the majority of school counselors reported positive beliefs about RTI (e.g., 75% of participants agreed/ strongly agreed that RTI is the best option to support struggling learners), they had limited confidence in their preparedness to perform certain RTI-related responsibilities, including utilizing schoolwide data management systems, and collecting and analyzing data to determine effectiveness of interventions (36% and 42%, respectively, reported adequate or expert preparation). Furthermore, the top two roles and responsibilities for which respondents reported increased involvement included collaborating with colleagues as part of an RTI team (52%) and in data collection and/or data management in support of RTI (41%). School counselors were most likely to view RTI as a means of positively impacting academic and behavioral outcomes for all students when they (a) had leaders who were knowledgeable and positive about RTI; and (b) were clear about their own roles and responsibilities, as well as the anticipated benefits of the model. Results of this study point to significant areas of opportunity for school counselors and counselor educators. The school counselor is uniquely poised to lead with a vision of creating culturally relevant and evidence-based interventions aimed at reducing the achievement gap. Thus, major educational reforms, such as RTI, can serve as a catalyst for improved practice and increased role clarification. To that end, additional pre-service and in-service education to assist school counselors in making informed, culturally responsive decisions to support academic, social and emotional learning for all students is recommended. Coursework and professional development should focus on fostering data management, leadership and team-building skills. Politically aware and comprehensively trained school counselors can leverage such educational mandates to access necessary resources and become the innovators and path-charters of their profession. Eva Patrikakou is an Associate Professor at DePaul University. Melissa S. Ockerman is an Associate Professor at DePaul University. Amy Feiker Hollenbeck is an Associate Professor at DePaul University. Correspondence can be addressed to Eva Patrikakou, DePaul University, 2247 North Halsted Street, Chicago, IL 60614–3624, epatrika@depaul.edu. Read full article and references: Patrikakou, E., Ockerman, M. S., & Hollenbeck, A. F. (2016). Needs and contradictions of a changing field: Evidence from a national response to intervention implementation study. The Professional Counselor , 6 , 233–250. doi : 10.15241/ep.6.3.233 5 TPC Digest