Barriers and Facilitators to Implementing Response to Intervention in Secondary Schools: Qualitative Perspectives of School Psychologists

Abstract: Although there is increasing interest in the application of response to intervention (RTI) in secondary schools, research in this domain remains sparse. This study utilized qualitative focus group methodology to explore school psychologists’ perceptions regarding RTI implementation in secondary settings related to current barriers, facilitators, roles, and practices. School psychologists were chosen as the target audience due to their knowledge of intervention-based processes and systems-level change. Across two focus groups four themes emerged: systems characteristics, systems structure, evidence-based practice, and professional development needs. Each theme is explored in depth, followed by practical implications, limitations, and recommendations for further research. Because little is known regarding the implementation of RTI within middle and high schools, this study is viewed as a first step toward understanding what process variables practitioners and researchers need t