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    RTI Applications, Volume 2: Volume 2: Assessment, Analysis, and Decision Making (Guilford Practical Intervention in the Schools) (Paperback) By (author) T. Chris Riley-Tillman, By (author) Matthew K. Burns, By (author) Kimberly Gibbons

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    DescriptionOnce a Response-To-Intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the "response" component of RTI, providing essential knowledge and hands-on techniques for assessing the effectiveness of RTI practices. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format and lay-flat binding facilitate photocopying. This book is in The Guilford Practical Intervention in the Schools Series.


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  • Full bibliographic data for RTI Applications, Volume 2: Volume 2

    Title
    RTI Applications, Volume 2: Volume 2
    Subtitle
    Assessment, Analysis, and Decision Making
    Authors and contributors
    By (author) T. Chris Riley-Tillman, By (author) Matthew K. Burns, By (author) Kimberly Gibbons
    Physical properties
    Format: Paperback
    Number of pages: 164
    Width: 203 mm
    Height: 266 mm
    Thickness: 13 mm
    Weight: 378 g
    Language
    English
    ISBN
    ISBN 13: 9781462509140
    ISBN 10: 1462509142
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 27230
    B&T Book Type: NF
    BIC E4L: EDU
    Nielsen BookScan Product Class 3: S3.8
    B&T Merchandise Category: TXT
    B&T Modifier: Region of Publication: 01
    B&T Modifier: Subject Development: 20
    Ingram Subject Code: PS
    Libri: I-PS
    B&T Modifier: Continuations: 02
    B&T General Subject: 340
    B&T Modifier: Subject Development: 05
    B&T Modifier: Academic Level: 03
    BIC subject category V2: JNC
    DC22: 371.9
    B&T Approval Code: A37703200
    BISAC V2.8: EDU026000, PSY006000, SOC025000, EDU009000, EDU026020
    DC23: 371.9
    LC subject heading:
    LC classification: LC4705 .B87 2012
    Thema V1.0: JND
    Edition statement
    Lay-Flat.
    Illustrations note
    black & white illustrations, black & white tables, figures, graphs
    Publisher
    Guilford Publications
    Imprint name
    Guilford Publications
    Publication date
    18 March 2013
    Publication City/Country
    New York
    Author Information
    T. Chris Riley-Tillman, PhD, is Associate Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri. His research focuses on improving education through the effective application of a problem-solving model. Specifically, he is interested in social behavioral assessment, intervention, single-case design, and consultation. Dr. Riley-Tillman has published numerous articles, books, and book chapters related to these research interests. He is the editor of Guilford's Practical Intervention in the Schools series. Matthew K. Burns, PhD, is Professor of Educational Psychology, Coordinator of the School Psychology Program, and Co-Director of the Minnesota Center for Reading Research at the University of Minnesota. He is the Editor of School Psychology Review and a former Editor of Assessment for Effective Intervention. Dr. Burns has conducted research on RTI, assessment of instructional levels, academic interventions, and facilitating problem-solving teams. He has published numerous articles and book chapters and has coauthored or coedited several books. Kimberly Gibbons, PhD, is Executive Director of the St. Croix River Education District in Rush City, Minnesota. She was named "Outstanding Administrator of the Year" by the Minnesota Administrators of Special Education (MASE) and was recently elected President of MASE. Dr. Gibbons has been responsible for supporting implementation of RTI frameworks in her school districts for the past 17 years, and was instrumental in changing state education laws to include RTI language. She provides national consultation and has numerous publications, including several books, on RTI and data-based decision-making.
    Review quote
    "A valuable resource for teachers, school psychologists, interventionists, and school administrators working to implement an evidence-based RTI process in schools. The authors do a commendable job of bridging the gap between research and practice. They cover essential topics in assessment and evaluation, using case examples to illustrate evidence-based approaches." - Seth Aldrich, PhD, Homer (New York) Central School District, USA "This is an outstanding guide to all aspects of academic and behavioral data-based decision making within an RTI framework, complete with case examples, handouts, and detailed instructions. Filling a critical role, the book addresses the 'how-tos' of assessment, problem solving, and evaluation. It is a 'must have' for practitioners and an essential tool for university training programs." - Robin S. Codding, PhD, University of Massachusetts Boston, USA "The need for formative data to support high-stakes decisions is critical. This volume provides an excellent, step-by-step description of how to assess responsiveness to interventions in real-world schools. It contains useful reproducible forms, tools, and checklists, as well as model graphs used in progress monitoring/decision making. This book should be used in every school psychology training program and should be available to everyone who consults with schools in the area of RTI." - R. Michael Weger, PhD, Black Hawk Area Special Education District, East Moline, Illinois, USA
    Table of contents
    Advanced Response-to-Intervention Applications: Intervention Selection and Implementation. School-Based Assessment. Assessment for Problem Solving. Evaluating Interventions: Applied Single-Case Design. Evaluating Interventions: Analysis of Intervention Data. Decisions about Groups. Decisions about Individual Students. Special Education Eligibility. Conclusion.