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RTI Applications
Volume 1
Academic and Behavioral Interventions
Volume 1
Academic and Behavioral Interventions
Matthew K. Burns, T. Chris Riley-Tillman, and Amanda M. VanDerHeyden
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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 and coedited several books.
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 Series Editor of The Guilford Practical Intervention in the Schools Series.
Amanda M. VanDerHeyden, PhD, is a private consultant, researcher, and national trainer who has worked in a number of school districts and is President of Education Research and Consulting, Inc., in Fairhope, Alabama. She is Associate Editor of School Psychology Review, serves on the editorial boards of several other journals, and has published more than 60 articles, books, and book chapters related to RTI. Dr. VanDerHeyden was named to a National Center for Learning Disabilities advisory panel to provide guidance related to RTI and received the Lightner Witmer Award from the American Psychological Association for her scholarship on early intervention, RTI, and models of data-based decision making.
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 Series Editor of The Guilford Practical Intervention in the Schools Series.
Amanda M. VanDerHeyden, PhD, is a private consultant, researcher, and national trainer who has worked in a number of school districts and is President of Education Research and Consulting, Inc., in Fairhope, Alabama. She is Associate Editor of School Psychology Review, serves on the editorial boards of several other journals, and has published more than 60 articles, books, and book chapters related to RTI. Dr. VanDerHeyden was named to a National Center for Learning Disabilities advisory panel to provide guidance related to RTI and received the Lightner Witmer Award from the American Psychological Association for her scholarship on early intervention, RTI, and models of data-based decision making.
