Navigating Challenges in Implementing Response to Intervention in Schools: A Qualitative Survey

RtI is vital in identifying and supporting students’ diverse learning needs (Hintz & Fletcher, 2022). A survey was conducted to identify barriers to using RtI in school settings. The study sought to investigate the challenges that impact the effectiveness of RtI, as perceived by a group of 51 participants, including occupational therapy practitioners, school administrators, teachers, and other professionals in related service roles. The findings unveiled three themes highlighting the hurdles encountered while implementing RtI in educational settings. Time Constraints:Many educators voiced concerns about finding adequate time in their demanding schedules to plan and implement RtI interventions effectively. Subthemes related to scheduling complexities and increased workloads show the intricate balancing act educators must perform to integrate RtI effectively.Lack of Training:The data highlighted a need for comprehensive training in RtI. Participants expressed concerns about misunderstandings and misconceptions regarding RtI, which can hinder its effective implementation. Lack of Buy-in: Participants perceived this theme from teachers as a significant barrier to RtI’s effectiveness, emphasizing the need for clear guidelines and institutional backing to foster a shared commitment to RtI principles. This theme highlights the importance of effective open communication and collaboration to address these challenges. This research offers insights and strategies for promoting successful collaboration and overcoming the identified obstacles in implementing RtI in educational settings (Lazaro & Riley, 2022). This poster will highlight the process and results of the study. Participants will be encouraged to ask questions and share their experiences and insights about using RtI in school. This study emphasizes the importance of open communication and collaboration among educators, practitioners, and administrators to enhance teamwork in RtI implementation.

References

Hintz, L. A., & Fletcher, T. (2022). Teachers’ experiences with O.T. multi-tiered systems of support: A qualitative study. The American Journal of Occupational Therapy, 76(Supplement_1), 7610510221p1. https://doi.org/10.5014/ajot.2022.76S1-PO221

Lazaro, S., & Riley, B. (2022). Occupational therapy within the response to intervention team: Focus group identifies opportunities and barriers. Journal of Occupational Therapy Schools & Early Intervention. 1–18. https://doi.org/10.1080/19411243.2022.2048428