Home » Education » The Guilford Practical Intervention in the Schools Series
RTI Applications, Volume 1
Academic and Behavioral Interventions

Matthew K. Burns, T. Chris Riley-Tillman, and Amanda M. VanDerHeyden

226 Pages
Size: 8" x 10½"
A Paperback Original
February 2012
ISBN 978-1-4625-0354-4
Cat. #0354
Price: $38.00 $32.30
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e-Book
March 2012
ISBN 978-1-4625-0548-7
PDF format
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Ideal for Professional Development

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. Dr. Burns has published over 125 articles and book chapters in national publications and has coauthored and coedited several books. He is the Editor of School Psychology Review and past Editor of Assessment for Effective Intervention. Dr. Burns has conducted research on RTI, assessment of instructional levels, academic interventions, and facilitating problem-solving teams.

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 written numerous articles, books, and book chapters related to these research interests.

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.
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