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OverviewThis book addresses a crucial aspect of sustaining a response-to-intervention (RTI) framework in a school: selecting interventions with the greatest likelihood of success and implementing them with integrity. Leading RTI experts explain how to match interventions to students' proficiency levels, drawing on cutting-edge research about the stages of learning. Effective academic and behavioral interventions for all three tiers of RTI are described in step-by-step detail and illustrated with vivid case examples. In a large-size format with lay-flat binding for easy photocopying, the book features more than 40 reproducible planning tools and other helpful forms. Full Product DetailsAuthor: Matthew K. Burns (University of Missouri–Columbia, United States) , T. Chris Riley-Tillman (University of Missouri–Columbia, United States) , Amanda M. VanDerHeyden , Mike VanderwoodPublisher: Guilford Publications Imprint: Guilford Press Dimensions: Width: 20.30cm , Height: 1.50cm , Length: 26.70cm Weight: 0.514kg ISBN: 9781462503544ISBN 10: 1462503543 Pages: 226 Publication Date: 16 March 2012 Audience: Professional and scholarly , College/higher education , Professional & Vocational , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: Available To Order  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of Contents1. Introduction 2. Matching the Right Intervention to the Student 3. Selecting Group Interventions: Identifying a Classwide Problem 4. Whole-School Behavioral Interventions 5. Small-Group Academic Interventions 6. Classwide/Small-Group Behavioral Interventions 7. Academic Acquisition Interventions 8. Behavioral Acquisition Interventions 9. Academic Fluency-Building Interventions 10. Behavioral Proficiency-Building Interventions 11. Maintenance and Generalization of Behavioral Interventions 12. Maintenance and Generalization of Academic Interventions 13. Putting It All TogetherReviewsThe authors provide an excellent framework for selecting academic and behavioral interventions. The use of the 'instructional hierarchy' will help educators make theory-based descisions that will enhance practice. This is a valuable tool for school-based practitioners, university educators, and students. Providing many hands-on examples, the book would serve well as a text in practicum classes focused on academic or behavioral interventions. --Mike Vanderwood, PhD, Graduate School of Education, University of California, Riverside <br> A valuable resource for educators looking to improve academic and behavioral interventions in the context of RTI. Readers will gain an understanding of how to select, implement, and evaluate interventions at Tiers 1, 2, and 3 of the RTI model, while using data to guide decision making at every step. The authors provide detailed information about a range of academic and behavioral interventions for individual students, groups, classrooms, or entire sch The authors provide an excellent framework for selecting academic and behavioral interventions. The use of the 'instructional hierarchy' will help educators make theory-based descisions that will enhance practice. This is a valuable tool for school-based practitioners, university educators, and students. Providing many hands-on examples, the book would serve well as a text in practicum classes focused on academic or behavioral interventions. - Mike Vanderwood, University of California, USA Filling a gap in the literature, this exceptional book comprehensively describes how effective academic and behavioral interventions can be selected within a RTI framework. Step-by-step guidelines and case examples illustrate how to select interventions and assess intervention effectiveness and fidelity. This book is essential reading for school-based professionals using RTI, as well as for university training programs in school psychology, education, and special education. - Tanya L. Eckert, Syracuse University, New York, USA Author InformationMatthew K. Burns, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, USA; T. Chris Riley-Tillman, PhD, Department of Education, School, & Counseling Psychology, University of Missouri; and Amanda M. VanDerHeyden, PhD, Education Research & Consulting, Inc, Fairhope, Alabama, USA Tab Content 6Author Website:Countries AvailableAll regions |
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