Matthew K. Burns & T. Chris Riley-Tillman 
Effective School Interventions, Third Edition [PDF ebook] 
Evidence-Based Strategies for Improving Student Outcomes

This indispensable course text and practitioner resource, now fully revised, has helped tens of thousands of readers implement evidence-based interventions to improve students’ academic achievement and behavior in Pre K–12. The volume presents best-practice guidelines and step-by-step procedures for 83 interventions that can easily be implemented by teachers and other school-based professionals. It is a go-to book for those working in a multi-tiered systems of support (MTSS) or response-to-intervention (RTI) framework. User-friendly features include recommended print and online resources and 10 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2′ x 11′ size. New to This Edition: *Updated throughout to reflect current research-based best practices. *20 new interventions. *Chapter on important skills for intervention success. *The intensity of each intervention (classwide, small-group, and/or individual) is now specified. *Behavior chapter has been reorganized for easier use. *Downloadable reproducible tools.

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I. The Intervention Assistance Approach to Improving Student Outcomes 1. Introduction 2. Using Evidence-Based Interventions to Enhance Student Outcomes 3. Important Skills for Intervention Success II. Evidence-Based School Interventions 4. Interventions to Improve Academic Performance 5. Interventions to Improve Social Behavior 6. Interventions to Improve Outcomes for Preschool Children References Index  

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Matthew K. Burns, Ph D, is Associate Dean for Research and Professor of School Psychology in the College of Education at the University of Missouri–Columbia. He is a past editor of School Psychology Review and Assessment for Effective Intervention. His research focuses on the use of assessment data to determine individual or small-group interventions. Dr. Burns served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years. He has published over 175 articles, book chapters, and books, most related to response to intervention, academic interventions, and facilitating problem-solving teams. T. Chris Riley-Tillman, Ph D, is Professor and Chair of the Department of Educational, School and Counseling Psychology at the University of Missouri–Columbia. He is a senior advisor for the National Center on Intensive Intervention and the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website that features evidence-based intervention and assessment resources for educational professionals. Dr. Riley-Tillman has published over 100 articles and 6 books focusing on evidence-based practice in schools and is editor of The Guilford Practical Interventions in the Schools Series. He is a Fellow of Division 16 (School Psychology) of the American Psychological Association and a member of the Society for the Study of School Psychology. Natalie Rathvon, Ph D, now retired, was Assistant Clinical Professor of Psychology at The George Washington University, where she supervised graduate students in school-based placements. A former teacher, guidance director, counselor educator, and psychologist in private practice, she has provided consultation and professional development to schools and agencies in assessment and accountability, reading, problem-solving teams, and school interventions. Dr. Rathvon has published several books for professionals and parents.