Response to Intervention: Principles and Strategies for Effective Practice

ISBN-13: 9781606239230 / Angielski / Miękka / 2010 / 208 str.

Rachel Brown-Chidsey; Mark W. Steege

Opis

This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

New to this Edition
*Includes extensive new research that reflects the increasing adoption of RTI nationwide.
*Expanded to include behavioral interventions.
*Chapter on effective instructional practices for general education.
*Chapter on implementation at the whole-school and district levels.
*Chapter featuring multiple intervention case studies.

See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework.

Recenzje

"One of the most comprehensive and current RTI resources available. What is special about this book is that it goes far beyond where other resources typically leave off. The authors do an excellent job of balancing research, theory, and illustrations and formats that will help implementers apply the concepts in their schools. They describe the key components of implementing RTI, including applications for diverse student populations. The book is written in an especially approachable, almost conversational style that will be consumable by a wide variety of professionals. It is a great resource for professionals beginning their RTI journey as well as those who have been implementing the approach for some time."--W. David Tilly III, PhD, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa

"Response to Intervention, Second Edition can be used to help ensure that all students receive scientifically informed instruction that fits their individual learning style and needs, resulting in measurable progress. The authors weave their experiences and observations into helpful vignettes, examples, and many reproducible forms that will allow school personnel to begin using RTI immediately. Because the book provides the means to evaluate individually implemented interventions, it can also be a valuable tool for service providers in private practice, such as child psychologists."--Brian Reichow, PhD, Child Study Center, Yale University School of Medicine

"Given the widespread implementation of RTI around the country, it is critical for school psychologists, administrators, and other educational practitioners to have a firm grasp of its essential components. Why should we implement RTI? What should we do? How should we do it? Brown-Chidsey and Steege provide step-by-step guidance for building an RTI service delivery model, as well as practical examples and resources. This accessible book is a 'must' for professional development with school psychologists and school- and district-based leadership teams. The inclusion of systems-level guidance in the second edition addresses an essential aspect of implementation."--Jennifer Knutson, PhD, school psychologist and RTI consultant, Anchorage School District, Alaska

-This informative text provides a practical, how-to approach designed to help begin and support the shift to an RTI approach....Teachers, psychologists, literary coaches, and other professionals will find a wealth of useful and practical information including sample schedules for initial staff training, help with goal setting and benchmarks for progress monitoring, and summaries of curricula. (on previous edition)--Perspectives on Language and Literacy, 8/5/2010

Spis treści

1. Introduction: What Is Response to Intervention (RTI)?

2. Using Scientifically Based Instruction: NCLB, IDEA, ARRA, and RTI

3. RTI and Special Education: Prospects and Possibilities

4. Evidence-Based Interventions

5. Single-Subject Experimental Design

6. How to Teach So That Students Will Learn: Key Components of Effective Instruction and Assessment

7. RTI Procedures: 10 Steps to Address Learning and Behavior Difficulties

8. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion

9. Developing RTI Blueprints: Connecting the Dots

10. Case Examples of RTI in Action: Experimental Analysis of Effective Instruction

11. RTI Reports: Formal Evidence of Student Progress

12. Frequently Asked Questions: Some Answers about RTI

O autorze

Rachel Brown-Chidsey, PhD, NCSP, is Senior Academic Officer for FastBridge Learning and a faculty member in the Department of Educational and School Psychology at the University of Southern Maine. Prior to obtaining her doctorate in school psychology, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention (RTI), multi-tiered systems of support (MTSS), and scientifically based instruction methods. Dr. Brown is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approach and coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice; RTI in the Classroom: Guidelines and Recipes for Success; and Practical Handbook of Multi-Tiered Systems of Support. In addition, Dr. Brown has authored articles about reading assessment and instruction as well as implementation of tiered instruction. She has consulted with numerous school districts to support RTI and MTSS implementation.

Mark W. Steege, PhD, is Professor and Coordinator of the School Psychology Program at the University of Southern Maine in Gorham. He is a nationally certified school psychologist and a Board Certified Behavior Analyst--Doctoral. Dr. Steege has published widely on assessments and interventions for persons with disabilities.