TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 234 RTI has become increasingly commonplace in states across the nation since the 2004 IDEA reautho- rization (Individuals with Disabilities Education Improvement Act of 2004). Review of the Web sites of 50 state departments of education indicated that 17 states require RTI in the process of identifying whether a student has an SLD, and 45 states have guidance documents to support the implementa- tion of RTI (Hauerwas et al., 2013). In addition, Berkeley, Bender, Peaster, and Saunders (2009) found that 14 of 15 states required RTI to address both academic and behavioral domains. In a 2010 review of state laws and special education guidelines, Zirkel and Thomas noted that eight states required universal screening for academic and behavioral needs, while 23 recommended academic and be- havioral screening. Thus, in some states the academic supports of RTI are specifically linked with the behavioral supports and interventions of Positive Behavioral Intervention Supports (PBIS). PBIS is a multi-tiered, data-based system of support for students with emotional and behavioral needs that incorporates ongoing assessments and data-based decision making, professional develop- ment in research-based practices, and provision of tiered intervention for students who need ad- ditional assistance (Sugai & Horner, 2006). Both RTI and PBIS share the premise that educational outcomes can be improved for all by integrating research-based practices in the general education environment (Fairbanks, Sugai, Guardino, & Lathrop, 2007; Hollenbeck, 2007; Sadler & Sugai, 2009; Sugai & Horner, 2009), and thus they are commonly combined in schoolwide frameworks. A multi- tiered system of supports (MTSS) is a comprehensive academic and behavioral model that integrates both RTI and PBIS (Averill & Rinaldi, 2011). As with any significant educational reform, RTI/MTSS has a high likelihood to change professional practices. For example, social workers have been urged to recognize the importance of evidence- based decisions and data collection when working with the social-emotional concerns of students (Harrison & Harrison, 2014) and to increase their collaborative practices (Avant, 2014). General educators, special educators and reading specialists in Pennsylvania indicated an increase in collaborative practices after RTI implementation (Bean & Lillenstein, 2012). Sullivan and Long (2010) reported that a survey of school psychologists found those who were actively involved with RTI spent a higher percentage of time (25%) implementing academic interventions, in comparison to those practitioners who were not actively involved and reported less than 5% of their time spent on academic interventions. While there is an emerging body of research into the effects of RTI on the professional practice of school counselors within a handful of states (Betters-Bubon & Ratas, 2015; Luck & Webb, 2009; Miller, 2008; Ockerman, Patrikakou, & Hollenbeck, 2015; Ryan, Kaffenberger & Caroll, 2011), there has yet to be a study of school counselors’ beliefs and perceptions of readiness to implement RTI across a national stage, or the impact of RTI upon school counselors’ professional practice. In this article, we first review relevant literature focused on the changing role of the school coun- selor in relation to RTI/MTSS. Second, we present a nationwide study regarding school counselor perceptions, preparedness and professional practice in states mandating RTI or MTSS. Finally, we discuss implications for school counselor training and preparation and provide recommendations for future research and practice. The Changing Role of the School Counselor in Multi-Tiered Frameworks The American School Counselor Association (ASCA) recently revised its position statement on RTI, adding MTSS (2014). ASCA specifically outlined how all components of a comprehensive develop- mental school counseling program (foundation, delivery, management and accountability) align with