Handbook of Response to Intervention (PDF)

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.

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.

balanced coverage of controversial aspects, and practical steps towards implementation.Educators, advocates, school psychologists, and anyone interested in this critical innovation for American schools should carefully read this important professional reference."
-W. Alan Coulter, Ph.D., Director, National Center for Special Education Accountability Monitoring, LSU Health Sciences Center

"Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention … provides a solid foundation for K-12 instructors to base their educational interventions on with students. Divided into four sections, this book provides ample coverage of the foundations of response to intervention (RTI) strategies, assessment and measurement, research-based prevention and intervention, and lessons learned. … Response to Intervention is a highly technical, supremely sourced blueprint for an ongoing paradigm shift in education." (Stephen P. Hampe, PsycCRITIQUES, Vol. 53 (22), 2008)