Volume 36, Issue 4 (2007)
Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention
Thomas R. Kratochwill, Paula Volpiansky, Melissa Clements, Carrie Ball
Abstract. We provide an overview of the role professional development plays in multi-tiered prevention and intervention models. Specifically, professional development is discussed within the context of establishing sustainable improvement in schools as professionals implement multi-tiered models of prevention and intervention services, programs, and practices related to response to intervention. We discuss the system capacity for sustainable improvement and system-wide procedures that can be implemented to support multi-tiered prevention models. We also discuss various models, levels of professional development, and the relationship between professional development implementation and sustainability of school improvement. We conclude with a discussion of the challenges schools are likely to face in establishing response to intervention. We also note what preservice and in-service professional development activities can offer to help overcome some of these challenges and barriers to system-wide change in quality prevention and intervention programs.
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