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The Role of Teacher Perceptions of Response to Intervention, Racial/Ethnic Attitudes, and Self-Efficacy in Special Education Referral Decisions
Title
The Role of Teacher Perceptions of Response to Intervention, Racial/Ethnic Attitudes, and Self-Efficacy in Special Education Referral Decisions.
Creator
Cash, Kristine, Gill, Michele, Edwards, Oliver, Clark, M. H., Sims, Valerie, University of Central Florida
Abstract / Description
This study is an exploration of the aspects related to the disproportionate representation of minority students in special education. The investigation specifically focused on the relationship between teacher perceptions of Response to Intervention (RTI), teacher racial attitudes, and teacher self-efficacy with respect to their special education referral decisions. Teachers assigned to grades K-5 (n=51), from three Florida public school districts, completed an online survey. The survey...
Show moreThis study is an exploration of the aspects related to the disproportionate representation of minority students in special education. The investigation specifically focused on the relationship between teacher perceptions of Response to Intervention (RTI), teacher racial attitudes, and teacher self-efficacy with respect to their special education referral decisions. Teachers assigned to grades K-5 (n=51), from three Florida public school districts, completed an online survey. The survey included reading four vignettes each describing a fictitious 3rd grade, male, Black/African American student and rating the severity of the academic concern, the severity of the behavior concern, and the likelihood that they would refer the student for a special education evaluation. Participants also completed a revised RTI Survey, the Color-Blind Racial Attitudes Scale (CoBRAS), and the Teachers' Sense of Efficacy Scale (TSES). Spearman's correlation coefficients were calculated as well as an ordinal logistic regression. A statistically significant relationship was found between the Unawareness of Institutional Discrimination subscale score of the CoBRAS and the behavior concern for a student described as having mild behavior and academic concerns. A statistically significant relationship was found between the rating of the behavior concern and the Efficacy in Student Engagement and Efficacy in Classroom Management subscale scores on the TSES for the vignette describing a student with a severe reading concern and a mild behavior concern. The teachers' perceptions of RTI, racial attitudes, and sense of efficacy did not appear to have a statistically significant impact on their rating of the likelihood of referral for any of the students described in the vignettes.
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Date Issued
2019
Identifier
CFE0007608, ucf:52545
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007608
School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners
Title
School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners.
Creator
Puyana, Olivia, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
Abstract / Description
This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has...
Show moreThis research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson (&) Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen (&) Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
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Date Issued
2012
Identifier
CFE0004225, ucf:49017
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004225
Tier I RtI for English Language Learners with Language Deficits
Title
Tier I RtI for English Language Learners with Language Deficits.
Creator
Soong, Maria Jose, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
Abstract / Description
Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English...
Show moreEducators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research, cognitive deficits associated with language-based disabilities and principles of cognitive load theory were examined. The study is an investigation of the following research question: Is the effectiveness of the bilingual English as a Second Language (ESL) model significantly altered under certain conditions? The research question was addressed through testing moderator effects using hierarchical linear regression. Initial English proficiency and initial Spanish proficiency were examined as moderating variables of the relationship between ESL model type and Kindergarten academic achievement. Academic achievement was defined as student learning growth on the Florida Assessment for Reading Instruction (FAIR) and student outcome scores on the Comprehensive English Language Learning Assessment (CELLA) Listening/Speaking and Reading constructs. Results supported: a) the relationship between initial English proficiency and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, b) the relationship between initial Spanish proficiency and FAIR growth and CELLA Listening/Speaking, c) the relationship between type of ESL model and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, d) the additional effect of the interaction of initial Spanish language proficiency with ESL model type to alter FAIR learning growth over time, and e) the additional effect of the interaction of initial English language proficiency with ESL model type to alter CELLA Listening/Speaking scores. Overall, this research supports the hypothesis that initial language proficiency can significantly alter the effectiveness of a bilingual ESL model. Recommendations for future research in this area include longitudinal studies using a similar hierarchical regression design with moderators in order to contextualize positive student outcomes.
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Date Issued
2012
Identifier
CFE0004187, ucf:48988
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004187