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Handbook of Response to Intervention : The Science and Practice of Multi-Tiered Systems of Support / / edited by Shane R. Jimerson, Matthew K. Burns, Amanda M. VanDerHeyden
| Handbook of Response to Intervention : The Science and Practice of Multi-Tiered Systems of Support / / edited by Shane R. Jimerson, Matthew K. Burns, Amanda M. VanDerHeyden |
| Edizione | [2nd ed. 2016.] |
| Pubbl/distr/stampa | New York, NY : , : Springer US : , : Imprint : Springer, , 2016 |
| Descrizione fisica | 1 online resource (740 pages) |
| Disciplina | 150 |
| Soggetto topico |
Child psychology
School psychology Educational psychology Education—Psychology Social work Educational policy Education and state Child and School Psychology Educational Psychology Social Work Educational Policy and Politics |
| ISBN | 1-4899-7568-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden -- I. Foundations of Science -- 2. Data-based Decision-making; Stanley L. Deno -- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs -- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley -- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte -- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward -- II. Foundations of Practice -- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim -- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & Joseph F. Kovaleski -- 9. Multi-tiered Systems of Support and Evidence-Based Practices; Karen C. Stoiber & Maribeth Gettinger -- 10. Preservice Teacher Education and Response to Intervention within Multi-tiered Systems of Support: What Can We Learn From Research and Practice?; David H. Allsopp, Jennie L. Farmer, David Hoppey -- 11. Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring; Shane R. Jimerson, Rachel Stein, Aaron Haddock, & Reza Shahroozi -- III. Tier 1 – Assessment, Problem Analysis, and Intervention -- 12. Screening Assessment within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps; Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten, & Myeongsun Yoon -- 13. The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success; Asha K. Jitendra & Danielle N. Dupuis -- 14. Classroom Reading Instruction for All Students; Barbara R. Foorman amd Jeanne Wanzek -- 15. Classwide Intervention Using Peer-Assisted Learning Strategies; Kristen L. McMaster & Douglas Fuchs -- IV. Tier 2 – Assessment, Problem Analysis, and Intervention -- 16. Assessment: Periodic Assessment to Monitor Progress; Benjamin Silberglitt, David Parker, & Paul Muyskens -- 17. Problem-Analysis at Tier 2: Using Data to Find the Category of the Problem; Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas & Lori Helman -- 18. Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2; Lynn S. Fuchs, Douglas Fuchs, & Amelia S. Malone -- 19. Implementation of Tier 2 Reading Interventions in the Primary Grades; Jeanne Wanzek, Stephanie Al Otaiba, & Brandy Gatlin -- V. Tier 3 – Assessment, Problem Analysis, and Intervention -- 20. Progress Monitoring for Students Receiving Intensive Academic Intervention; David A. Klingbeil, Tera L. Bradley, & Jennifer J. McComas -- 21. Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems; Melissa Coolong-Chaffin & Jennifer J. McComas -- 22. Tier 3: Intensive Mathematics Intervention Strategies; Robin S. Codding & Ryan Martin -- 23. Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?; Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanne Wanzek & Joseph Torgesen -- VI. Contemporary Implementation Science -- 24. Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation; George H. Noell & Kristin A. Gansle -- 25. Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response to Intervention Service Delivery Framework; Jeremy Miciak, Jack M. Fletcher, & Karla K. Stuebing -- 26. Contextual Influences and Response to Intervention; Amy L. Reschly & Melissa Coolong-Chaffin -- 27. Using Single Case Design in a Response to Intervention Model; T. Chris Riley-Tillman & Daniel M. Maggin -- VII. Contemporary Implementation Topics -- 28. Technology-Based Assessment and Problem Analysis; Gerald Tindal & Julie Alonzo -- 29. Educational Technology and Response to Intervention: Affordances and Considerations; Janet S. Twyman & Melinda S. Sota -- 30. Response to Intervention for English Learners; Diana Socie & Mike Vanderwood -- 31. Essential Features of Tier 2 & 3 School-wide Positive Behavioral Supports; Barbara S. Mitchell, Allison L. Bruhn, & Timothy J. Lewis -- 32. Implementing Response to Intervention in Secondary Schools; Mark R. Shinn, Holly S. Windram, & Kerry A. Bollman -- 33. Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood; Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley & Jane Atwater -- 34. Teacher Formative Assessment: The Missing Link in Response to Intervention; Linda A. Reddy, Christopher M. Dudek, & Elisa S. Shernoff -- VIII. Effective Contemporary Models -- 35. Challenges Faced by New Implementation sites: The Role of Culture in the Change Process; Dawn Miller & Rachel Freeman -- 36. Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement; Kim Gibbons & W. Alan Coulter -- 37. Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania; Edward S. Shapiro -- 38. Data-Based Decision-Making, the Problem Solving Model, and Response to Intervention in the Minneapolis Public Schools; Doug Marston, Matthew Lau, Paul Muyskens, & Jennifer Wilson -- 39. Implementing Response to Intervention in a Rural Setting; Renee Guy, Amanda Fields, & Lynn Edwards -- 40. Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support; Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden, & Stanley L. Deno. |
| Record Nr. | UNINA-9910254672103321 |
| New York, NY : , : Springer US : , : Imprint : Springer, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI applications [[electronic resource] ] . Volume 2 : assessment, analysis, and decision making / / T. Chris Riley-Tillman, Matthew K. Burns, Kimberly Gibbons
| RTI applications [[electronic resource] ] . Volume 2 : assessment, analysis, and decision making / / T. Chris Riley-Tillman, Matthew K. Burns, Kimberly Gibbons |
| Autore | Riley-Tillman T. Chris |
| Pubbl/distr/stampa | New York, : Guilford Press, 2013 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
BurnsMatthew K
GibbonsKimberly |
| Collana | Guilford practical intervention in the schools series |
| Soggetto topico | Response to intervention (Learning disabled children) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4625-1108-2
1-4625-0916-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series Page; Front Matter; Title; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Chapter 1--Advanced Response-to-Intervention Applications; Beyond the ""Interventions"" in Response to Intervention; The Role of Outcome Data in Response to Intervention; The First ""Fine-Print"" Point of Evidence-Based Intervention; The Second ""Fine-Print"" Point of Evidence-Based Intervention; The Third ""Fine-Print"" Point of Evidence-Based Intervention; Evaluating Intervention; Decision Making in Response to Intervention
Response to Intervention and Multi-Tiered Systems of SupportThe Book; Chapter 2--School-Based Assessment; Assessment; Formative Evaluation; Assessment Data for Response-to-Intervention Decisions; Identify Need for Intervention; Identify Interventions; Determine Intervention Effectiveness; Determine Whether Special Education Is Warranted; Treatment Fidelity; Permanent Product; Direct Observation; Self-Report; Implementation Integrity System; Conclusion; Form 2.1. Generic Tier 2 Fidelity Observation Checklist; Chapter 3--Assessment for Problem Solving; Problem-Solving Framework Problem AnalysisProblem Analysis within the Tiers; Tier 1; Tier 2; Tier 3; What about the 50 Other Things That Need to Be Assessed?; Chapter 4--Evaluating Interventions: Applied Single-Case Design; What Is Applied Single-Case Design and Why Is It Ideally Suited for Response to Intervention?; Basics of Single-Case Design: Baseline Logic; Prediction; Affirmation of the Consequent; Verification; Replication by Affirmation of the Consequent; Why Use Baseline Logic in Applied Practice?; Relevant Formal Designs; The ABC Notation System; The Classic ""Withdraw"" Design; B Design; A-B Design A-B-A DesignA-B-A-B Design; Multiple-Baseline Design; The Role of Single-Case Design in a Response-to-Intervention Model; Conclusion; Chapter 5--Evaluating Interventions: Analysis of Intervention Data; Summarizing Data through Visual Presentation: Creating the Line Graph; Single-Case-Design Graphing Guidelines; Building Intervention Graphs; Analysis of an Intervention Effect: ""Was There a Change?""; ""To What Degree Was There a Change in the Target Behavior(s) When the Intervention Was Implemented (or Removed)?"" Analysis of a Functional Relationship: ""Can We Say That the Intervention Was Responsible for the Observed Change?""A-B-A-B Design; Multiple-Baseline Design; What Happens If You Can't Document an Intervention Effect?; Using Quantitative Metrics; Form 5.1. Intervention Graph (Percent); Form 5.2. Intervention Graph (Frequency Count); Form 5.3. Multiple-Baseline Across-Targets Intervention Graphs; Chapter 6--Decisions about Groups; Tier 1: Is There a Classwide Problem?; Criteria for Class Median; Tier 2; Who Needs a Tier 2 Intervention?; Any Surprises or Missed Students? What Intervention Is Appropriate?: Category of Deficit |
| Record Nr. | UNINA-9910462937103321 |
Riley-Tillman T. Chris
|
||
| New York, : Guilford Press, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI applications [[electronic resource] ] . Volume 2 : assessment, analysis, and decision making / / T. Chris Riley-Tillman, Matthew K. Burns, Kimberly Gibbons
| RTI applications [[electronic resource] ] . Volume 2 : assessment, analysis, and decision making / / T. Chris Riley-Tillman, Matthew K. Burns, Kimberly Gibbons |
| Autore | Riley-Tillman T. Chris |
| Pubbl/distr/stampa | New York, : Guilford Press, 2013 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
BurnsMatthew K
GibbonsKimberly |
| Collana | Guilford practical intervention in the schools series |
| Soggetto topico | Response to intervention (Learning disabled children) |
| ISBN |
1-4625-1108-2
1-4625-0916-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series Page; Front Matter; Title; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Chapter 1--Advanced Response-to-Intervention Applications; Beyond the ""Interventions"" in Response to Intervention; The Role of Outcome Data in Response to Intervention; The First ""Fine-Print"" Point of Evidence-Based Intervention; The Second ""Fine-Print"" Point of Evidence-Based Intervention; The Third ""Fine-Print"" Point of Evidence-Based Intervention; Evaluating Intervention; Decision Making in Response to Intervention
Response to Intervention and Multi-Tiered Systems of SupportThe Book; Chapter 2--School-Based Assessment; Assessment; Formative Evaluation; Assessment Data for Response-to-Intervention Decisions; Identify Need for Intervention; Identify Interventions; Determine Intervention Effectiveness; Determine Whether Special Education Is Warranted; Treatment Fidelity; Permanent Product; Direct Observation; Self-Report; Implementation Integrity System; Conclusion; Form 2.1. Generic Tier 2 Fidelity Observation Checklist; Chapter 3--Assessment for Problem Solving; Problem-Solving Framework Problem AnalysisProblem Analysis within the Tiers; Tier 1; Tier 2; Tier 3; What about the 50 Other Things That Need to Be Assessed?; Chapter 4--Evaluating Interventions: Applied Single-Case Design; What Is Applied Single-Case Design and Why Is It Ideally Suited for Response to Intervention?; Basics of Single-Case Design: Baseline Logic; Prediction; Affirmation of the Consequent; Verification; Replication by Affirmation of the Consequent; Why Use Baseline Logic in Applied Practice?; Relevant Formal Designs; The ABC Notation System; The Classic ""Withdraw"" Design; B Design; A-B Design A-B-A DesignA-B-A-B Design; Multiple-Baseline Design; The Role of Single-Case Design in a Response-to-Intervention Model; Conclusion; Chapter 5--Evaluating Interventions: Analysis of Intervention Data; Summarizing Data through Visual Presentation: Creating the Line Graph; Single-Case-Design Graphing Guidelines; Building Intervention Graphs; Analysis of an Intervention Effect: ""Was There a Change?""; ""To What Degree Was There a Change in the Target Behavior(s) When the Intervention Was Implemented (or Removed)?"" Analysis of a Functional Relationship: ""Can We Say That the Intervention Was Responsible for the Observed Change?""A-B-A-B Design; Multiple-Baseline Design; What Happens If You Can't Document an Intervention Effect?; Using Quantitative Metrics; Form 5.1. Intervention Graph (Percent); Form 5.2. Intervention Graph (Frequency Count); Form 5.3. Multiple-Baseline Across-Targets Intervention Graphs; Chapter 6--Decisions about Groups; Tier 1: Is There a Classwide Problem?; Criteria for Class Median; Tier 2; Who Needs a Tier 2 Intervention?; Any Surprises or Missed Students? What Intervention Is Appropriate?: Category of Deficit |
| Record Nr. | UNINA-9910786280603321 |
|
Riley-Tillman T. Chris
|
||
| New York, : Guilford Press, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI applications [[electronic resource] ] . Volume 2 : assessment, analysis, and decision making / / T. Chris Riley-Tillman, Matthew K. Burns, Kimberly Gibbons
| RTI applications [[electronic resource] ] . Volume 2 : assessment, analysis, and decision making / / T. Chris Riley-Tillman, Matthew K. Burns, Kimberly Gibbons |
| Autore | Riley-Tillman T. Chris |
| Pubbl/distr/stampa | New York, : Guilford Press, 2013 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
BurnsMatthew K
GibbonsKimberly |
| Collana | Guilford practical intervention in the schools series |
| Soggetto topico | Response to intervention (Learning disabled children) |
| ISBN |
1-4625-1108-2
1-4625-0916-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series Page; Front Matter; Title; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Chapter 1--Advanced Response-to-Intervention Applications; Beyond the ""Interventions"" in Response to Intervention; The Role of Outcome Data in Response to Intervention; The First ""Fine-Print"" Point of Evidence-Based Intervention; The Second ""Fine-Print"" Point of Evidence-Based Intervention; The Third ""Fine-Print"" Point of Evidence-Based Intervention; Evaluating Intervention; Decision Making in Response to Intervention
Response to Intervention and Multi-Tiered Systems of SupportThe Book; Chapter 2--School-Based Assessment; Assessment; Formative Evaluation; Assessment Data for Response-to-Intervention Decisions; Identify Need for Intervention; Identify Interventions; Determine Intervention Effectiveness; Determine Whether Special Education Is Warranted; Treatment Fidelity; Permanent Product; Direct Observation; Self-Report; Implementation Integrity System; Conclusion; Form 2.1. Generic Tier 2 Fidelity Observation Checklist; Chapter 3--Assessment for Problem Solving; Problem-Solving Framework Problem AnalysisProblem Analysis within the Tiers; Tier 1; Tier 2; Tier 3; What about the 50 Other Things That Need to Be Assessed?; Chapter 4--Evaluating Interventions: Applied Single-Case Design; What Is Applied Single-Case Design and Why Is It Ideally Suited for Response to Intervention?; Basics of Single-Case Design: Baseline Logic; Prediction; Affirmation of the Consequent; Verification; Replication by Affirmation of the Consequent; Why Use Baseline Logic in Applied Practice?; Relevant Formal Designs; The ABC Notation System; The Classic ""Withdraw"" Design; B Design; A-B Design A-B-A DesignA-B-A-B Design; Multiple-Baseline Design; The Role of Single-Case Design in a Response-to-Intervention Model; Conclusion; Chapter 5--Evaluating Interventions: Analysis of Intervention Data; Summarizing Data through Visual Presentation: Creating the Line Graph; Single-Case-Design Graphing Guidelines; Building Intervention Graphs; Analysis of an Intervention Effect: ""Was There a Change?""; ""To What Degree Was There a Change in the Target Behavior(s) When the Intervention Was Implemented (or Removed)?"" Analysis of a Functional Relationship: ""Can We Say That the Intervention Was Responsible for the Observed Change?""A-B-A-B Design; Multiple-Baseline Design; What Happens If You Can't Document an Intervention Effect?; Using Quantitative Metrics; Form 5.1. Intervention Graph (Percent); Form 5.2. Intervention Graph (Frequency Count); Form 5.3. Multiple-Baseline Across-Targets Intervention Graphs; Chapter 6--Decisions about Groups; Tier 1: Is There a Classwide Problem?; Criteria for Class Median; Tier 2; Who Needs a Tier 2 Intervention?; Any Surprises or Missed Students? What Intervention Is Appropriate?: Category of Deficit |
| Record Nr. | UNINA-9910809086303321 |
|
Riley-Tillman T. Chris
|
||
| New York, : Guilford Press, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||