Once a response-to-intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the ‘response’ component of RTI, providing crucial knowledge and hands-on techniques for assessing the effectiveness of RTI practices in grades K-12. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format and lay-flat binding facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in the Guilford Practical Interventions in the Schools Series, edited by T. Chris Riley-Tillman. See also RTI Applications, Volume 1: Academic and Behavioral Interventions, which covers how to select appropriate interventions and implement them with integrity.
สารบัญ
1. Advanced Response-to-Intervention Applications: Intervention Selection and Implementation2. School-Based Assessment3. Assessment for Problem Solving4. Evaluating Interventions: Applied Single-Case Design5. Evaluating Interventions: Analysis of Intervention Data6. Decisions about Groups7. Decisions about Individual Students8. Special Education Eligibility9. Conclusion
เกี่ยวกับผู้แต่ง
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. Kimberly Gibbons, Ph D, is Executive Director of the St. Croix River Education District in Rush City, Minnesota. She was named ‘Outstanding Administrator of the Year’ by the Minnesota Administrators of Special Education (MASE) and was recently elected President of MASE. Dr. Gibbons has been responsible for supporting implementation of RTI frameworks in her school districts for the past 17 years, and was instrumental in changing state education laws to include RTI language. She provides national consultation and has numerous publications, including several books, on RTI and data-based decision making.
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