Evaluating Educational Interventions

Evaluating Educational Interventions

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This user-friendly, practical book is the first guide to single-case design written specifically for practitioners using response-to-intervention (RTI) models in schools. It provides essential skills for analyzing and presenting data to support valid educational decision making. Step-by-step explanations and many illustrative examples render complex concepts accessible and applicable to day-to-day work with elementary and secondary students. In a large-size format with lay-flat binding for ease of photocopying, the book includes reproducible graphs and forms. Two hands-on appendices offer clear instructions for summarizing and analyzing data using computer spreadsheets. This book is in The Guilford Practical Intervention in the Schools Series.

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Product details

  • Paperback | 214 pages
  • 203.2 x 261.62 x 12.7mm | 136.08g
  • Guilford Publications
  • New York, United States
  • English
  • 1606231065
  • 9781606231067
  • 724,936

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"Although numerous books discuss how to implement RTI in school settings, none has addressed how to experimentally design and evaluate the effects of RTI interventions. This exceptional book comprehensively describes how school-based professionals can use single-case research methods to do just that. Featuring step-by-step guidelines and case examples, this is an important contribution to the RTI literature. It is essential reading for school-based professionals and for university training programs in school psychology, education, and special education." - Tanya L. Eckert, Department of Psychology, Syracuse University, New York, USA "Riley-Tillman and Burns fill a significant void in the education literature, providing a pragmatic set of methods that are necessary to help educators create effective interventions. This book is highly relevant to school psychologists, special educators, and other school professionals involved in documenting students' academic, social, and behavioral changes." - John S. Carlson, Director of Clinical Training, School Psychology Program, Michigan State University, USA "In today's era of accountability, education professionals need valid and reliable methods for evaluating interventions and measuring progress. This book delivers on both counts. Riley-Tillman and Burns comprehensively explain the iterative process of single-case methods and also demonstrate the natural ease with which professionals can employ such methods. The book sets a new standard for single-case methods in an RTI framework." - Richard M. Kubina, Jr., Department of Educational and School Psychology and Special Education, The Pennsylvania State University, USA "With the increasing need to provide evidence of effective instructional practices, this book serves as an excellent and necessary resource for current and future educators. It offers a step-by-step, nuts-and-bolts approach for using single-case designs in everyday practice to validate students' response to interventions." - Laurice Joseph, School of Psychology, Ohio State University, USA "Response to intervention (RTI) has dramatic implications for identification and support of students needing additional assistance with reading, math, writing, or social development. A central element of the RTI approach is the collection and use of data for decision making. This text provides the framework for summarizing, presenting, and using data to guide educational decisions. Of particular value is the careful instruction provided on interpretation of single-case data across each of the major designs. Well written, timely, and useful." - Robert H. Horner, Department of Special Education, University of Oregon, USA "Detailing the conceptual foundations and practical application of single-case designs within an RTI model, this excellent book incorporates cutting-edge science and scholarship. The straightforward presentation of information and numerous examples are particularly valuable in conveying key concepts and illustrating the use of these methods to examine and enhance student outcomes." - Shane R. Jimerson, School Psychology Program, University of California, Santa Barbara, USA

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About T. Chris Riley-Tillman

T. Chris Riley-Tillman, PhD, Department of Psychology, East Carolina University, Greenville, NC, USA, and Matthew K. Burns, PhD, Department of Educational Psychology, University of Minnesota, Twin Cities, USA

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