Understanding teachers' perceptions of response to intervention through the concerns-based adoption model

Abstract

The purpose of this study was to examine the perceptions and stages of concerns of elementary teachers regarding the Response to Intervention model (RTI). Those perceptions help gauge the level of acceptance of RTI and assist school leadership in providing support and professional development to ensure a successful adoption. This study was guided by three questions: (1) What are teachers' perceptions about RTI (2) How does Concerns-Based Adoption Model explain the stages of concern teachers have about RTI and (3) How do teachers' perceptions influence their willingness to fully implement RTI? Individual interviews were conducted with six teachers and one principal from the same school. Teachers also completed the Survey of Concerns Questionnaire (SoCQ) online. Two observations were made of grade level RTI team meetings. The theoretical lens through which this study was viewed was the Concerns-Based Adoption Model (CBAM). Results from the interviews as well as the SoCQ indicated five of the six teachers were in the early stages of adoption. Recommendations based on the themes that emerged from the interview data were made to facilitate the continuing adoption process. These included providing additional personnel and strategies to help with time issues, additional training and resources as requested by teachers, and facilitating collaboration among staff.