Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation


Document Type


Degree Name

Educational Specialist (EdS)


Department of Graduate Psychology


Tammy Gilligan

Dannette Allen-Bronaugh

Tiffany Hornsby


The Response to Intervention (RTI) process can be a long one, especially when children struggling academically do not seem to be responding to the intervention. Even though parent engagement during meetings is known to be important and is encouraged, it is difficult for School Psychologists to be able to foster this. When parents aren’t able to engage in meetings or feel as though they have a negative experience in a school-based meeting, it is possible that the parent does not leave the meeting with a clear understanding of the problem or solution. This study aims to understand how that lack of understanding might impact the parent’s view or reaction to their child. The present study used survey questionnaires throughout the RTI process and a follow-up interview to study how parents’ perspectives of their child shifted throughout the process as well as how emotional reactions shifted and what made the process more positive for them. Results indicating shift over time were limited but did not show much change. However, several themes (feeling heard, trusting school-based professionals and needing time to process information) regarding what parents experienced during the process arose. The goal of this study is not to provide data that should be generalized to the public, but to collect data that might be helpful when transferred to similar cases.

Available for download on Wednesday, July 10, 2024