Integrating RTI with School Counseling Programs: Being a Proactive Professional School Counselor.

Melissa S. Ockerman · Erin Chase McCarty Mason · Amy Feiker Hollenbeck

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Behavioral and Psychological Studies Counseling Practices and Supervision School Health and Nursing Education

Abstract

With the implementation of Response to Intervention (RTI) across many states, the school counseling profession must be proactive in establishing its critical role in this process. This article outlines the three essential and shared components between RTI and comprehensive, developmental school counseling programs. Each of these integral and overlapping constructs are discussed and linked to practical applications, implications, and recommendations for professional school counselors’ future practice and research.

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References

2012The ASCA National Model: A Framework For School Counseling Programs 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems 2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities 2008Implementation of Response to Intervention 2006Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities 2002RESPONSIVENESS TO INTERVENTION: AN ALTERNATIVE APPROACH TO THE IDENTIFICATION OF LEARNING DISABILITIES 1998A Review of School Counseling Outcome Research: Implications for Practice

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