RTI Applications, Volume 2
Assessment, Analysis, and Decision Making
A Paperback Originale-bookprint + e-book
A Paperback Originalorder
January 14, 2013
ISBN 9781462509140 Price:
Size: 8" x 10½"
Convenient Lay-Flat Binding
January 16, 2013 Price:
Convenient Lay-Flat Binding
print + e-book order Price:
A Paperback Original + e-Book (PDF) ?
nce 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 crucial knowledge and hands-on techniques for assessing the effectiveness of RTI practices in grades K-12. 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. Purchasers also get access to a Web page where they can download and print the reproducible materials.
See also RTI Applications, Volume 1: Academic and Behavioral Interventions
, which covers how to select appropriate interventions and implement them with integrity.
This title is part of The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
“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 important topics in assessment and evaluation, using case examples to illustrate evidence-based approaches.”—Seth Aldrich, PhD, bilingual school psychologist/RTI consultant, Homer (New York) Central School District
“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, Department of Counseling and School Psychology, University of Massachusetts Boston
“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, Director, Black Hawk Area Special Education District, East Moline, Illinois
Table of Contents
1. Advanced Response-to-Intervention Applications: Intervention Selection and Implementation
2. School-Based Assessment
3. Assessment for Problem Solving
4. Evaluating Interventions: Applied Single-Case Design
5. Evaluating Interventions: Analysis of Intervention Data
6. Decisions about Groups
7. Decisions about Individual Students
8. Special Education Eligibility
About the AuthorsT. Chris Riley-Tillman
, PhD, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is Associate Editor of School Psychology Quarterly
and Assessment for Effective Intervention
. His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of five books and over 100 articles and book chapters, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the American Psychological Association. He is editor of The Guilford Practical Intervention in the Schools Series.
Matthew K. Burns
, PhD, is Associate Dean for Research and Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. He has published over 150 articles and book chapters and 10 books, and served as Editor of School Psychology Review
, 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.
School psychologists and counselors, RTI coordinators, administrators, behavior specialists, special educators, and general education teachers in grades K–12.
May serve as a supplemental text in courses on response to intervention, behavioral and academic interventions, school consultation, systems change, and educational administration.