Attitudes of Adolescent Students with Disabilities Regarding "Flextime" in a Response to Intervention Model Julie Daye Department of Counseling Psychology and Special Education, BYU Educational Specialist in School Psychology One of the stumbling blocks to implementing Response to Intervention (RTI) in a secondary school is finding time for students to receive second level instruction. Evidence of effective implementation of RTI in elementary schools is more prevalent than in secondary schools. There is limited information on how to restructure school time and other resources in order to successfully implement RTI in secondary schools. Evidence is also limited regarding the impact of second level instruction on unique populations within a school. One population in particular includes students that are disabled and already receiving special education services. A junior high in a mountain west state; has implemented an element of RTI where schedules have been realigned in order to provide all students with intervention time. They call this 30-minute segment flextime, and students use this time to either attend required interventions or enrichment activities for those students who are not in need of an intervention. Students receiving special education services at this junior high were interviewed for the study. The students were selected by a special education teacher as participants likely to provide insightful responses. Data for this study were collected by open interviews with these students and the qualitative data were then analyzed with an inductive analysis approach. Participants reported that flextime was effective in helping them to improve and maintain good grades. All participants agreed that if they were in charge of the school, they would keep flextime. They also offered suggestions for improvement in flextime, which included possible scheduling changes to increase flextime and the time allotted to get from class to flextime. They also recommended changes be made in order to improve their ability to access the help needed during academic interventions.



College and Department

David O. McKay School of Education; Counseling Psychology and Special Education



Date Submitted


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response to intervention, professional learning communities, special education, secondary education, flextime