This user-friendly, practical book is the first guide to single-case design written specifically for practitioners using response-to-intervention (RTI) models in schools. It provides essential skills for analyzing and presenting data to support valid educational decision making. Step-by-step explanations and many illustrative examples render complex concepts accessible and applicable to day-to-day work with elementary and secondary students. In a large-size format with lay-flat binding for ease of photocopying, the book includes reproducible graphs and forms. Two hands-on appendices offer clear instructions for summarizing and analyzing data using computer spreadsheets. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Table des matières
1. Introduction to Design and Analysis for Educational Intervention2. The Nuts and Bolts of Single-Case Design3. The Classic A-B-A-B Design4. Complex Single-Case Designs5. Visual Analysis and Interpretation Strategies for Single-Case Design6. Advanced Empirical Analyses of Single-Case Data in Practice and Research7. Brief Experimental Analysis8. A Response-to-Intervention Model Incorporating Experimental Design Appendix A. Summarizing Data through Visual Presentation with Microsoft Excel Appendix B. Sample Analysis Techniques with Microsoft Excel
A propos de l’auteur
T. Chris Riley-Tillman, Ph D, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is Associate Editor of School Psychology Quarterly and Assessment for Effective Intervention. His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of five books and over 100 articles and book chapters, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the American Psychological Association. He is editor of The Guilford Practical Intervention in the Schools Series. Matthew K. Burns, Ph D, is Associate Dean for Research and Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. He has published over 150 articles and book chapters and 10 books, and served as Editor of School Psychology Review.
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