Measuring Readiness to Respond to Intervention in Students Attending Disciplinary Alternative Schools

Abstract

The purpose of this study was to investigate the factor structure, internal consistency, and reliability of the Readiness to Respond to Intervention Scale (RRIS), which is designed to assess adolescents’ readiness to change. This measure is based on the Stage of Change Scale and assesses three stages of the Stage of Change Model (i.e., Precontemplation, Contemplation, and Action). The measure was administered to secondary students enrolled in disciplinary alternative schools. Factor analyses provided initial support for the use of the RRIS to assess respondents’ readiness to change. The internal consistency and reliability of the measure also supported its use. Additional results, from a series of MANOVAs, indicated that when compared to boys, girls were more likely to be in the Action stage, and Black and Hispanic students were more likely than White students to be in the Precontemplation stage. Implications for practice and recommendations for future research are discussed.