DePaul University Via Sapientiae College of Education Theses and Dissertations College of Education 6-2012 The Changing Role of the School Psychologist in Response to Intervention Sharon Murphy-Price DePaul University Follow this and additional works at: https://via.library.depaul.edu/soe_etd Part of the Educational Psychology Commons, Special Education and Teaching Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Murphy-Price, Sharon, "The Changing Role of the School Psychologist in Response to Intervention" (2012). College of Education Theses and Dissertations. 39. https://via.library.depaul.edu/soe_etd/39 This Dissertation is brought to you for free and open access by the College of Education at Via Sapientiae. It has been accepted for inclusion in College of Education Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. DePaul University College of Education THE CHANGING ROLE OF THE SCHOOL PSYCHOLOGIST IN RESPONSE TO INTERVENTION (RtI) A Dissertation in Education with a Concentration in Educational Leadership by Sharon E. Price © 2012 Sharon E. Price Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education June 2012 We approve the dissertation of Sharon E. Price. Gayle. Mindes Professor ofEducation Dissertation Advisor Committee Chair Mojdeh ayat Date ;/ Associate Professor Committee Member I DJ) .' 7Iza 1/ Date Assis rofessor Committee Member Abstract Traditionally, school psychologists have used the I.Q. discrepancy model to measure academic achievement versus student academic ability in order to determine if the student may be eligible for special education services under the category of specific learning disability (SLD). With the reauthorization of IDEA 1997 in December 2004, new policies under Individuals with Disabilities Education Improvement Act (IDEIA) were signed into law and became effective July 1. 2005. While the use of the I.Q. discrepancy model is permitted, technically adequate assessments and researched based instructional practices must also be in place and student progress recorded before students can be diagnosed with a SLD. Response to Intervention (RtI) has been presented as a means to provide scientifically researched based strategies and assessments to struggling students before the SLD diagnosis can be determined. RtI is a general education initiative that can provide early intervention strategies to all learners, and assist students in a general education environment. RtI may prevent the need for special education services for many students who would be diagnosed with a specific learning disability. This qualitative phenomenological study will examine the views of three veteran school psychologists and their beliefs in what the role the school psychologist has been and will be with the implementation of RtI. Participants will discuss how that role may change as the use of the discrepancy model becomes secondary in the identification of SLD. The traditional role of the school psychologist will be examined using historical data to provide insight into the conventional use of the school psychologist. The evolution of school psychology from its philosophical roots in philosophy through the iii present day acceptance of school psychology as a science and a profession will also be researched. iv TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION……………………………………………1 STATEMENT OF THE PROBLEM……………………………………..1 PURPOSE STATEMENT………………………………………………..4 RATIONALE FOR STUDY……………………………………………..4 CHAPTER TWO: LITERATURE REVIEW……………………………………6 HISTORICAL DEVELOPMENT OF SCHOOL PSYCHOLOGY IN WESTERN SOCIETY…………………………………………………...6 ORIGINS OF MODERN PSYCHOLOGY IN THE U.S……………….12 ROOTS OF SCHOOL PSYCHOLOGY IN THE UNITED STATES….13 DEFINING SCHOOL PSYCHOLOGY……………………………..…19 HISTORICAL RESPONSIBILITIES OF THE SCHOOL PSYCHOLOGIST……………………………………………………....20 ACCREDITATION FOR SCHOOL PSYCHOLOGY…………………22 TRAINING FOR SCHOOL PSYCHOLOGISTS………………………26 TRAINING MODELS FOR SCHOOL PSYCHOLOGISTS…………..29 FIELD EXPERIENCE FOR SCHOOL PSYCHOLOGISTS…………..30 CREDENTIALING FOR SCHOOL PYSCHOLOGISTS……………...32 ETHICS IN SCHOOL PSYCHOLOGY……………………………......34 SCHOOL PSYCHOLOGY DEMOGRAPHICS……………………......36 LEGAL AND SPECIAL EDUCATION ISSUES IN SCHOOL PSYCHOLOGY………………………………………………………...38 THE ORIGN OF LEARNING DISABILITY AS A SPECIAL EDUCATION DISCIPLINE……………………………………………40 LEARNING DISABILITIES DEFINED……………………………….43 v I-Q DISCREPANCY MODEL USED TO DETERMINE SLD.……...45 THE PROCESS OF QUALIFYING FOR SLD……………………….47 STANDARDIZED INTELLIGENCE TESTING FOR SLD DIAGNOSIS…………………………………………………………..50 IDEIA 2004 LEGISLATION CHANGES LD IDENTIFICATION……………………………………………………51 RESPONSE TO INTERVENTION DEFINED………………….........54 CONCEPTUALIZING RTI…………………………………………...56 IDENTIFICATION OF LD…………………………………………...58 Eligibility……………………………………………………… …..58 Intervention…………………………………………………………58 Professional Development………………………………………….59 RESPONSE TO INTERVENTION TIER LEVELS………………….60 RESPONSE TO INTERVENTION MODELS……………………….63 ALTERNATIVES TO RESPONSE TO INTERVENTIO……………64 IMPLEMENTATION OF RESPONSE TO INTERVENTION……...65 RTI TO DETERMINE LD ELIGIBLITY…………………………….66 CONCERNS WITH RTI……………………………………………...70 ROLE OF THE SCHOOL PSYCHOLOGIST IN RTI………………………………………………………………..........73 TRAINING AND ACCREDIATION IMPLICATIONS FOR SCHOOL PSYCHOLOGY IN RTI…………………………….. …...78 CHAPTER THREE: RESEARCH DESIGN…………………………………81 METHODLOGY………………………………………………..........81 TRANSCENDENTAL PHENOMENOLOGY………………………82 vi RESEARCH QUESTION…………………………………………....83 PROCEDURES FOR THIS STUDY………………………………...84 INTERVIEW QUESTIONS…………………………………………86 PARTICIPANTS……………………………………………..............86 CREDITABILITY……………………………………………………89 ETHICAL CONCERNS……………………………………...............90 CHAPTER FOUR: RESULTS OF STUDY INTERVEIWS………...............91 SARAH……………………………………………………………….91 Sarah’s Experiences Assessing Students for LD………………….94 Sarah’s Experience with RtI……………………………................95 Sarah’s Role as a School Psychologist in RtI……………………..97 Summary of Sarah’s Interview…………………………………….98 ESTHER……………………………………………………...............99 Esther’s Experiences Assessing Students for LD……………........102 Esther’s Experience with RtI………………………………….......104 Esther’s Role as a School Psychologist in RtI……………….........105 Summary of Esther’s Interview……………………………………106 PHOEBE………………………………………………………...….....107 Phoebe’s Experiences Assessing Students for LD……....................109 Phoebe’s Experiences with RtI…………………………...…...........109 Phoebe’s Role as a School Psychologist in RtI………….................110 Summary of Phoebe’s Interview……………………………............112 Summary of Experiences……………………………………………..................112 vii CHAPTER FIVE: CONCLUSION…………………………………………..117 DISCUSSION………………………………………………………...117 TRAINING AND FIRST ASSIGNMENT AS A SCHOOL PSYCHOLOGIST………………………………………....118 EXPERIENCE WITH RTI AND THOUGHTS ON THE ROLE OF THE SCHOOL PSYCHOLOGIST IN RTI……………………….126 EMERGENT THEMES IN THE INTERPRETATION OF RTI FOR THE SCHOOL PSYCHOLOGIST ROLE………………………….………………….131 TRANSITIONS………………………………………………………..133 IMPLICATIONS FOR THE FUTURE OF SCHOOL PSYCHOLOGIST IN RTI……………………….……...…136 LIMITATIONS………………………………………………………..138 IMPLICATIONS FOR FUTURE RESEARCH…………................…139 REFERENCES………………………………………………………...140 APPENDIX…………………………………………………………….155 Changing Role of the School Psychologist Interview Guide……………………………………………….………..155 viii LIST OF TABLES Table 1 Demographics for Participating School Psychologists……………………....84 Table 2 Student Demographics for Participating School Psychologists Districts….....85 ix Acknowledgements I would like to take this opportunity to say “Thank You” to my family. You have supported me every step of the way through this entire process. Without your continued support this long journey would not have been possible. There are no words to ever express how much you all mean to me. Thank you to my Lord and Savior Jesus Christ. Through HIM all things are possible. Thank you to my husband, Charles for making sure that I never gave up. I appreciate all the take-out dinners you ate without complaint, the laundry and cleaning you did faithfully, and your encouragement that helped to keep me going. When I wanted to give up, you reminded me that our children were watching. To my daughter Jikhara, thank you for reminding me that I needed to lighten up and have some fun in the middle of all the work, taking me out to dinners and movies, and reminding me about what is really important in life. To my son, Corey, thank you for reminding me that it was time to get back to work and making me feel better about getting back to work by baking absolutely delicious treats for me or making dinner so I could continue to work. The prayers that the three of you made on my behalf gave me the strength to keep going and make the completion of a life- long goal possible. You all make me to want to be a better person. Thank you Dr. Mindes for your support and advise when I became stuck in the process. You have been a blessing and an inspiration to me. Dr. Bayat and Dr. Hardman, thank you for your patience and wisdom. You both have been priceless in this endeavor. x Chapter 1 Introduction Statement of the Problem The school psychologist is often viewed in the educational systems of this country as the “go to” person for students with disabilities that qualify for special education services. In 1968, learning disabilities (LD) became a federally designated category of special education