Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions

ABSTRACT

The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring, diagnostic assessment, adapting interventions, and overall DBI knowledge). Results indicated that the number of ECHO-MTSS sessions attended significantly predicted participants’ self-reported self-efficacy in all facets of implementing DBI beyond years of experience and highest degree, with large effects (adjusted r² = .19 to .38). Implications for practice are included.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Missouri Council of Administrators of Special Education.

Notes on contributors

Katya Sussman

Katya Sussman, Ed.S., NCSP, is currently completing her doctoral internship at the Special School District of St. Louis County, MO. Her research interests include system-level intervention and consultation, school culture and climate, educational policy, and MTSS.

Matthew K. Burns

Matthew Burns, Ph.D. is a Professor of Special Education and the Herbert W. Schooling College of Education Faculty Fellow at the University of Missouri. He is also the Director of the Center for Collaborative Solutions for Kids, Practice, and Policy, and the Interim Co-Director of the Missouri Partnership for Educational Renewal. His research interests include using data to identify reading and math interventions through a skill-by-treatment interaction, and systems to best deliver interventions.

Erica S. Lembke

Erica S. Lembke, Ph.D. is the Interim Dean of the College of Education and Human Development at the University of Missouri, and a Professor of Special Education. Her research interests include using curriculum-based measurement, progress monitoring, early writing measures and interventions, and MTSS.