http://digital.library.wisc.edu/1793/34431 http://digital.library.wisc.edu/1793/36470 The school psychologist's role in response to intervention (RtI): factors that influence RtI implementation Yenni, Amanda Hartman, Amie The purpose of this study was to determine if the actual implementation of Response to Intervention (RtI) was related to school psychologists' knowledge, district opportunities for RtI training within the school district, and school psychologists' attitudes toward RtI. The implementation and use of RtI was predicted to be dependent upon those variables. In this study, 247 school psychologists from Minnesota and Wisconsin were asked to complete a 32-item email survey pertaining to RtI. The results of the study showed that as school psychologists' knowledge of RtI increased, as district opportunities for RtI training increased, and when school psychologists' attitudes were positive, RtI was more often implemented. School Psychology Program Directed Research Project. 2009. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 27 p. Includes bibliographical references (p. 23). http://digital.library.wisc.edu/1793/34855 The effectiveness of the Soar to Success reading intervention in a Midwestern school district Estrella, Erika J. Kanz, Tiffany A. Winter, Becki A. Data was gathered to determine the effectiveness of Houghton Mifflin's Soar to Success (1998), a commercially published reading intervention, in a southeastern Wisconsin school district. Students participating in the Soar to Success program showed a significant increase between pre and post-MAP and Running Record scores within their group. The non-Soar participants increased scores significantly between pre and post-MAP and Running Record scores as well. Results suggested that the mean differences on the post-MAP and post-Running Record scores between Soar and non-Soar participants were insignificant. Students participating in the program did not perform significantly better than students that did not participate. Implications are discussed as well as further considerations for future research. School Psychology Program Directed Research Project. 2009. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 17 p. Includes bibliographical references (p. 14-15). http://digital.library.wisc.edu/1793/34465 School psychologists and the emphasis placed on student resiliency in the assessment process Axvig, Melanie Bell, Jessica Nelson, Jordan An action research study was initiated involving school psychologists among various Minnesota and Wisconsin school settings. A single ten-item questionnaire was used. This questionnaire included several Likert scale items designed to measure the emphasis and importance school psychologists of various backgrounds and work settings place on student resiliency during the special education eligibility assessment process. Several research questions were examined involving different school psychologist variables which were determined by a demographics information sheet completed by each participating psychologist. While three school psychologist factors showed no relationship to resiliency practices, one variable showed a statistically significant relationship. The results of this study suggested that as a school's socioeconomic status decreases (represented by the percentage of free and reduced lunch), resiliency assessment practices among school psychologists increase. School Psychology Program Directed Research Project. 2009. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 21 p. Includes bibliographical references (p. 20-21). http://digital.library.wisc.edu/1793/34463 The effect of resiliency factors on the success of students with emotional and behavioral disorders Pevidor, Izabela Lightle, Erika This exploratory quantitative study examined resiliency characteristics in students placed in Emotional and Behavioral Special Education programs (EBD). From the 250 K-12, licensed, EBD special education teachers throughout Eastern Minnesota and Western Wisconsin, who were sent research materials, 64 replied to this study. Each teacher was asked to answer two questionnaires concerning resiliency characteristics associated with the successful and struggling students they had worked with in the EBD special education program. Results indicated there was a significant difference in the mean total resiliency scores between successful males and females, with males showing more resiliency characteristics. Successful was defined by the students who had improved academic achievement, demonstrated appropriate behavior, and had social improvement. The results also indicated that there were mean differences in the total number of resiliency characteristics in successful students and struggling students with successful students having more resiliency components. The results also indicated that successful students with EBD had more internal and external characteristics than struggling students. Educators could make IEP goals that would promote resiliency protective factors in students with EBD. It would be useful to have adult as positive role model to work consistently with the students. Social skills group would promote the resiliency protective factors in students with EBD. School Psychology Program Directed Research Project. 2009. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 21 p. Includes bibliographical references (p. 15-16).