TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 242 Research question 3: What roles and responsibilities of school counselors changed due to the RTI implementation? The majority of respondents (55%) reported that their responsibilities have changed due to RTI. The top two new roles and responsibilities in which respondents identified as now being directly involved are as follows: collaborate with colleagues as part of an RTI team (52%) and involvement in data collection and data management in support of RTI (41%). The two respon- sibilities reported as least changed were directly providing Tier 1 academic services (14%) and as- suming increased special education responsibilities (3%; Table 5 includes reported changes in various roles and responsibilities). Table 5 Changes in Roles and Responsibilities Percent Directly provide Tier 1 academic services 14 Directly provide Tier 1 behavioral services 23 Directly provide Tier 2 and/or Tier 3 academic interventions 19 Directly provide Tier 2 and/or Tier 3 behavioral interventions 30 Involved in data collection and/or data management in support of RTI 41 Collaborate with colleagues as part of an RTI team 52 Train others about RTI practices within my school or district 21 Increased special education responsibilities 3 Regression Analysis Research question 4: Is attitude toward RTI predicted by factors including demographics, as well as perceived confidence with various aspects of RTI? The full regression model accounted for 26% of the variance in perception of RTI as a beneficial change. In order to estimate the effect size for this analysis, Cohen’s f 2 was calculated . The effect size was found to be equal to Cohen’s (1988) convention for a large effect ( f 2 = .35). As Cohen (1988) noted, effect size indicates “the degree to which the phenomenon is present in the population” (p. 9). In addition to the effect size, the Precision Efficacy Analysis for Regression method was used to test the appropriateness of the sample size, since regres- sion analysis is used for prediction (Brooks & Barcikowski, 1999). The minimum size required was calculated at 101; therefore, with 528 observations, the sample size is appropriate for this analysis. Two variables were statistically significant at the p <. 001 level: perceived leadership competence (β = .26) and understanding the specific roles, responsibilities and benefits of RTI (β = .25). In other