Assessment for Intervention, Second Edition: A Problem-Solving Approach / Edition 2

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Overview


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 8 1/2" x 11" size.

New to This Edition
*Reflects current education policy and best practices.
*Seminal chapter on problem solving by Stanley Deno has been updated with a revised model.
*All chapters now discuss assessment in the context of multi-tiered systems of support.
*Chapter on working with culturally and linguistically diverse learners.
*Chapter on graphing student data.

See also Response to Intervention, Second Edition, which provides step-by-step guidelines and practical tools for implementing RTI school-wide.

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Editorial Reviews

From the Publisher

"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

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Product Details

  • ISBN-13: 9781462506873
  • Publisher: Guilford Publications, Inc.
  • Publication date: 10/31/2012
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 386
  • Sales rank: 544,203
  • Product dimensions: 7.40 (w) x 10.00 (h) x 1.50 (d)

Meet the Author


Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of Educational and School Psychology at the University of Southern Maine. Dr. Brown-Chidsey’s research focuses on evidence-based instructional practices, including MTSS. Dr. Brown-Chidsey has written books and articles addressing RTI, universal screening assessments, and specific reading interventions. She is a certified school psychologist and licensed psychologist in both Alaska and Maine. Prior to obtaining her doctorate, she was a general and special education teacher in western Massachusetts for 10 years.

Kristina J. Andren, PsyD, NCSP, is Assistant Professor of Educational and School Psychology at the University of Southern Maine. Dr. Andren’s research interests include assessment and intervention within an MTSS framework. Her current work focuses on the application of MTSS methods, such as RTI, to reading initiatives and dropout prevention. She is a certified school psychologist and has practiced in Maine schools since 2004.

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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
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