Handbook of Response to Intervention
The Science and Practice of Assessment and Intervention
(Sprache: Englisch)
Until now, practitioners have had access to few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In this comprehensive volume, more...
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Until now, practitioners have had access to few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In this comprehensive volume, more than 90 expert scholars and practitioners provide a guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students' reading, writing, oral, and math skills.
Klappentext zu „Handbook of Response to Intervention “
Until now, practitioners have had access to few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In this comprehensive volume, more than 90 expert scholars and practitioners provide a guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students' reading, writing, oral, and math skills.Inhaltsverzeichnis zu „Handbook of Response to Intervention “
- Response to Intervention at School: The Science and Practice of Intervention at School- Evolution of the RTI Concept: Empirical Foundations and Recent Developments
- Response to Intervention: Conceptual and Methodological Issues in Implementation
- Consultation with Response to Intervention Models
- An Integration of Response to Intervention and Critical Race Theory-Disability Studies
- Potential Pitfalls of Response to Intervention
- Psychometric Considerations when Evaluating Response to Intervention
- Decision Making Validity in Response to Intervention
- Assessing Student Response to Intervention
- Ability-Achievement Discrepancy, RTI, and Assessment of Cognitive Abilities/Processes in SLD Identification
- Contextual Influences and Response to Intervention
- Social Behavior Assessment and Response to Intervention
- Assessing Disproportionality with Response to Intervention
- Identifying Reading Disability Based on Response to Intervention
- Effects from Intensive Standardized Kindergarten and First Grade Interventions for the Prevention of Reading Difficulties
- Monitoring Response to General Education Instruction
- Monitoring Response to Supplemental Services for Students At-Risk for Reading Difficulties
- The Fundamental Role of Intervention Implementation in Assessing Resistance to Intervention
- The Heartland Area Education Agency 11 Problem Solving Approach
- One Student at a Time, One Teacher at a Time: Reflections on the Use of Instructional Support
- Implementation of the Problem Solving Model in the Minneapolis Public Schools
- The Ohio Integrated Systems Model
- The Illinois Flexible Service Delivery Model
- The SCRED Model: Incorporating Systems-Level Organization and a Multi-Tiered Problem-Solving Process for Intervention Delivery
- The Idaho Results-Based Model: Implementing Response to Intervention Statewide
- The System to Enhance Educational Performance (STEEP): Using
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Science to Improve Achievement
- Moving from a Model Demonstration Project to a Statewide Initiative in Michigan
- The Florida Problem Solving/Response to Intervention Model
- Using Technology Tools to Monitor Response to Intervention
- Response to Intervention for English Language Learners: Current Developments and Future Directions
- Toward a Unified Response-to-Intervention Model
- Moving from a Model Demonstration Project to a Statewide Initiative in Michigan
- The Florida Problem Solving/Response to Intervention Model
- Using Technology Tools to Monitor Response to Intervention
- Response to Intervention for English Language Learners: Current Developments and Future Directions
- Toward a Unified Response-to-Intervention Model
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Autoren-Porträt
Shane R. Jimerson, Ph.D., is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara. Dr. Jimerson is the Editor of and contributor to a special issue of The California School Psychologist journal addressing the topic of response to intervention and problem-solving strategies entitled, Response to Interventions Approaches: Supporting Early and Sustained Success for all Students. He has contributed to more than 100 professional publications and is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum, Taylor and Francis; a co-editor of Best Practices in School Crisis Prevention and Intervention, National Association of School Psychologists) and the lead editor of The Handbook of School Violence and School Safety, Lawrence Earlbaum, Inc.In addition, Dr. Jimerson serves as the Editor of The California School Psychologist journal, Associate Editor of School Psychology Review, and on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. He has chaired and served on numerous boards and advisory committees at the state, national, and international levels, including chair of the Research Committee of the International School Psychology Association and chair of the Division 16 (School Psychology) conference proceedings for the 2005 American Psychological Association conference. His scholarly publications and presentations have provided insights regarding developmental pathways, the efficacy of early prevention and intervention programs, school psychology internationally, and school crisis prevention and intervention.
The quality and contributions of his scholarship are reflected in the numerous awards and recognition that he has received. Dr. Jimerson received the Best Research Article of the year award from the Society for the Study of School
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Psychology in 1998 and then again in 2000. He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists', School Psychology Review. Dr. Jimerson's scholarly efforts were also recognized by the American Educational Research Association with the 2002 Early Career Award in Human Development. He and his UCSB research team received the 2003 Outstanding Research Award from the California Association of School Psychologists. In addition, during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association. His scholarship continues to highlight the importance of early experiences on subsequent development and emphasize the importance of research informing professional practice to promote the social and cognitive competence of children.
Matthew K. Burns, Ph.D., is an Associate Professor of Educational Psychology with the School Psychology program at the University of Minnesota. He is a Co-Guest Editor of a special issue of Assessment for Effective Intervention addressing responsiveness to intervention and is a contributor to two other special series within different journals on the same topic. He has authored or coauthored more than 50 professional publications and has conducted an equal number of local, state, national, and international presentations. The majority of Dr. Burns's scholarly work addresses matching instructional demands to student skill with curriculum-based assessment and problem-solving team processes and outcomes. Dr. Burns is an Associate Editor for Assessment for Effective Intervention and is on the editorial board of School Psychology Review and Remedial and Special Education. He currently is serving on a distinguished panel to write the third edition of School Psychology: A Blueprint for Training and Practice.
Amanda M. VanDerHeyden, Ph.D., is an assistant professor at University of California in Santa Barbara. Before joining the university at Santa Barbara, Dr. VanDerHeyden worked as a researcher and consultant in Vail School District in Vail, Arizona, and assisted the district in implementing an RTI model. In Vail School District, identification of children as having Specific Learning Disabilities decreased substantially within two years, test scores increased, and the district was nationally recognized as a success story related to No Child Left Behind by the US Department of Education. Dr. VanDerHeyden has authored more than 25 related articles and book chapters and has worked as a national trainer and consultant to assist districts to implement RTI models. She serves on the editorial boards for School Psychology Review, Journal of Early Intervention, Journal of Behavioral Education, and is currently co-editing a special issue of Assessment for Effective Intervention focusing on Response to Intervention.
Matthew K. Burns, Ph.D., is an Associate Professor of Educational Psychology with the School Psychology program at the University of Minnesota. He is a Co-Guest Editor of a special issue of Assessment for Effective Intervention addressing responsiveness to intervention and is a contributor to two other special series within different journals on the same topic. He has authored or coauthored more than 50 professional publications and has conducted an equal number of local, state, national, and international presentations. The majority of Dr. Burns's scholarly work addresses matching instructional demands to student skill with curriculum-based assessment and problem-solving team processes and outcomes. Dr. Burns is an Associate Editor for Assessment for Effective Intervention and is on the editorial board of School Psychology Review and Remedial and Special Education. He currently is serving on a distinguished panel to write the third edition of School Psychology: A Blueprint for Training and Practice.
Amanda M. VanDerHeyden, Ph.D., is an assistant professor at University of California in Santa Barbara. Before joining the university at Santa Barbara, Dr. VanDerHeyden worked as a researcher and consultant in Vail School District in Vail, Arizona, and assisted the district in implementing an RTI model. In Vail School District, identification of children as having Specific Learning Disabilities decreased substantially within two years, test scores increased, and the district was nationally recognized as a success story related to No Child Left Behind by the US Department of Education. Dr. VanDerHeyden has authored more than 25 related articles and book chapters and has worked as a national trainer and consultant to assist districts to implement RTI models. She serves on the editorial boards for School Psychology Review, Journal of Early Intervention, Journal of Behavioral Education, and is currently co-editing a special issue of Assessment for Effective Intervention focusing on Response to Intervention.
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Bibliographische Angaben
- 2007, 456 Seiten, Maße: 15,5 x 26,1 cm, Gebunden, Englisch
- Ed. by Shane R. Jimmerson, Matthew K. Burns and Amanda VanderHeyden
- Herausgegeben: Shane R. Jimerson, Matthew K. Burns, Amanda VanDerHeyden
- Verlag: Springer
- ISBN-10: 0387490523
- ISBN-13: 9780387490526
Sprache:
Englisch
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