Assessment for Intervention

Second Edition
A Problem-Solving Approach

Edited by Rachel Brown-Chidsey and Kristina J. Andren
Foreword by Patti L. Harrison

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October 18, 2012
ISBN 9781462506873
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Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments. Prominent experts demonstrate the key role of assessment throughout the process of supporting at-risk students, from identifying academic and behavioral problems to planning and monitoring interventions. Several chapters include reproducible forms that can be downloaded and printed in a convenient 8½“ x 11” size.

New to This Edition See also Response to Intervention, Second Edition, by Rachel Brown-Chidsey and Mark W. Steege, which provides step-by-step guidelines and practical tools for implementing RTI schoolwide.

“A fantastic book—a 'must have' for school-based professionals, especially those working in an RTI framework. It integrates state-of-the-art research and practice in problem-solving assessment. This is an ideal resource for graduate courses related to data-based decision making, consultation, problem solving, and multi-tiered intervention.”

—Pamela Fenning, PhD, School Psychology Program, Loyola University Chicago


“The impressive second edition of Assessment for Intervention: A Problem-Solving Approach provides strong chapters that promote evidence-based, problem-solving assessment methods that will enhance the academic learning and social-emotional skills of students. The book will assist in expanding the capacity of schools to provide effective, multi-tiered services and programs and create opportunities for school professionals, such as school psychologists, teachers, and administrators, to use advanced methods of problem solving and data-based decision making.”

—from the Foreword by Patti L. Harrison, PhD, NCSP, School Psychology Program, University of Alabama, Tuscaloosa


“Comprehensive and timely. The book reviews the empirical bases and psychometric properties of a wide variety of assessment tools and techniques and outlines methods for assessing the effectiveness of school-based interventions. Numerous case studies and examples clearly illustrate the concepts presented. Annotated 'suggested reading' lists enable interested readers to delve more deeply into each of the main topics. All education professionals using MTSS approaches will find this book valuable. It is well suited as a text for graduate courses on assessment and intervention for students with academic, social, emotional, and behavioral needs.”

—Marie C. McGrath, PhD, Department of Graduate Psychology, Immaculata University


“This is an exceptional text that covers the most relevant issues and contemporary methods inproblem-solvingassessment. I use this book in my graduate courses and recommend it to practitioners.”

—Theodore J. Christ, PhD, Department of Educational Psychology, University of Minnesota

Table of Contents

Foreword, Patti L. Harrison

I. IDEAL Problem Solving

1. Introduction, Rachel Brown-Chidsey and Kristina J. Andren

2. Problem-Solving Assessment, Stanley L. Deno

II. Identifying Problems

3. Ecological Variables in School-Based Assessment and Intervention Planning, Merilee McCurdy, Michael J. Coutts, Susan M. Sheridan, and Lindsay M. Campbell

4. The Role of Teacher Perspectives in Diagnostic and Program Evaluation of Academic Skills, Tanya L. Eckert, Elizabeth A. Koenig, Bridget O. Hier, and Lauren A. Arbolino

5. Population-Based Strategies for Identifying Schoolwide Problems, Beth Doll, Mary Kelly Haack, and Kristin Bieber

6. Considering Diverse Learner Characteristics in Problem-Solving Assessment, Craig A. Albers, Paige L. Mission, and Brittany Bice-Urbach

III. Defining Problems

7. Functional Behavioral Assessment: The Cornerstone of Effective Problem Solving, Mark W. Steege and Jamie L. Pratt

8. Conducting Problem-Solving Interviews, Kristina J. Andren

9. Conducting Systematic Direct Classroom Observations to Define and Assess School-Related Problems, Nathan H. Clemens, Edward S. Shapiro, and Allison L. Seibert

10. Behavioral and Academic Rating Scale Applications within the Problem-Solving Model, Randy T. Busse and Melody Yi

11. Identifying and Validating Academic Problems in a Multi-Tiered System of Services and Supports Model in a Time of Shifting Paradigms, Mark R. Shinn

12. The Role of Intelligence Testing in Understanding Students' Academic Problems, Randy G. Floyd and John H. Kranzler

IV. Exploring and Applying Selected Interventions

13. Solution-Focused Psychoeducational Reports, Rachel Brown-Chidsey and Kristina J. Andren

14. The Administrative Role in Transforming Schools to Support and Guide Educational Interventions in an Era of Educational Reform, Mary Lynn Boscardin, Adam Garand, and Patrick Tudryn

15. Treatment Integrity Assessment within a Problem-Solving Model, Lisa M. Hagermoser Sanetti and Thomas R. Kratochwill

V. Looking at Effects

16. Visual Representation of Progress Monitoring and Academic Achievement Data, Jack A. Cummings and Rebecca S. Martínez

17. Evaluating Intervention Outcomes within Problem-Solving-Based Assessment, Craig A. Albers, Stephen N. Elliott, Ryan J. Kettler, and Andrew T. Roach

18. Student Success Stories, Mary Jean O'Reilly and Kevin Tobin


About the Editors

Rachel Brown-Chidsey, PhD, NCSP, is Senior Academic Officer for FastBridge Learning and a faculty member in the Department of Educational and School Psychology at the University of Southern Maine. Prior to obtaining her doctorate in school psychology, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention (RTI), multi-tiered systems of support (MTSS), and scientifically based instruction methods. Dr. Brown is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approach and coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice; RTI in the Classroom: Guidelines and Recipes for Success; and Practical Handbook of Multi-Tiered Systems of Support. In addition, Dr. Brown has authored articles about reading assessment and instruction as well as implementation of tiered instruction. She has consulted with numerous school districts to support RTI and MTSS implementation.

Kristina J. Andren, PsyD, NCSP, has practiced as a school psychologist in Maine schools since 2005. She served as Assistant Professor of Educational and School Psychology at the University of Southern Maine, and continues to be affiliated with the University as a supervising licensed psychologist for PsyD school psychology interns and practicum students and as a member of the School Psychology Advisory Board. Dr. Andren's research interests include assessment and intervention within a multi-tiered systems of support (MTSS) framework. Her current work focuses on the application of MTSS methods—such as response to intervention—to reading initiatives, schoolwide practices, and dropout prevention.

Contributors

Lauren A. Arolino, PhD, Child Development Center, National Children’s Hospital; Department of Pediatrics, Ohio State University, Columbus, Ohio

Craig A. Albers, PhD, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Kristina J. Andren, PhD, Department of Educational Psychology and Exceptionality, University of Southern Maine, Gorham, Maine

Brittany Bice-Urbach, BA, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Kristin Bieber, MA, Department of Educational Psychology, University of Nebraska, Lincoln, Nebraska

Mary Lynn Boscardin, PhD, Department of Student Development, University of Massachusetts, Amherst, Massachusetts

Rachel Brown-Chidsey, PhD, Department of Educational Psychology and Exceptionality, University of Southern Maine, Gorham, Maine

R. T. Busse, PhD, Counseling and School Psychology Program, Chapman University, Orange, California

Lindsay M. Campbell, MA, PLMHP, Department of School Psychology, University of Nebraska, Lincoln, Nebraska

Nathan H. Clemens, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas

Michael J. Coutts, MEd, Department of School Psychology, University of Nebraska, Lincoln, Nebraska

Jack A. Cummings, PhD, Department of Counseling and Educational Psychology, Indiana University, Bloomington, Indiana

Stanley L. Deno, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Beth Doll, PhD, College of Education and Human Sciences, University of Nebraska, Lincoln, Nebraska

Tanya L. Eckert, PhD, Department of Psychology, Syracuse University, Syracuse, New York

Stephen N. Elliott, PhD, Learning Sciences Institute, Arizona State University, Tempe, Arizona

Randy G. Floyd, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee

Adam Garand, MEd, Assistant Director of Special Education, Holyoke Public Schools, Holyoke, Massachusetts

Mary Kelly Haack, PhD, private practice, Mendota Heights, Minnesota

Bridget O. Hier, BA, Department of Psychology, Syracuse University, Syracuse, New York

Kristin Bieber, MA, Department of Educational Psychology, University of Nebraska, Lincoln, Nebraska

Ryan J. Kettler, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey

Elizabeth A. Koenig, MS, Department of Psychology, Syracuse University, Syracuse, New York

John H. Kranzler, PhD, School of Special Education, School Psychology and Early Childhood Studies, University of Florida, Gainesville, Florida

Thomas R. Kratochwill, PhD, Educational and Psychological Training Center, University of Wisconsin–Madison, Madison, Wisconsin

Rebecca S. Martínez, PhD, Department of Counseling and Educational Psychology, Indiana University, Bloomington, Indiana

Merilee McCurdy, PhD, Department of School Psychology, University of Nebraska, Lincoln, Nebraska

Paige L. Mission, BA, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Mary Jean O’Reilly, PhD, school psychologist, Pittsfield Public Schools, Pittsfield, Massachusetts

Jamie L. Pratt, PsyD, Providence Service Corporation, Bath, Maine

Andrew T. Roach, PhD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona

Lisa M. Hagermoser Sanetti, PhD, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut

Allison L. Seibert, MEd, Department of Educational Psychology, Texas A&M University, College Station, Texas

Edward S. Shapiro, PhD, Lehigh University Center for Promoting Research to Practice, Lehigh University, Bethlehem, Pennsylvania

Susan M. Sheridan, PhD, Department of School Psychology, University of Nebraska, Lincoln, Nebraska

Mark R. Shinn, PhD, Department of School and Educational Psychology, National Louis University, Chicago, Illinois

Mark W. Steege, PhD, Educational Psychology and School Psychology, University of Southern Maine, Gorham, Maine

Kevin Tobin, PhD, clinical psychologist, Pittsfield Public Schools, Pittsfield, Massachusetts

Patrick Tudryn, Med, Assistant Principal, East Windsor Middle School, Broad Brook, Connecticut

Melody Yi, PhD, Counseling and School Psychology Program, Chapman University, Orange, California

Audience

School psychologists and special educators working in grades K–12; graduate students in school psychology and special education.

Course Use

Serves as a text in graduate-level assessment courses.
Previous editions published by Guilford:

First Edition, © 2005
ISBN: 9781593856908
New to this edition: