The Promise of Response to Intervention: Evaluating Current Science and Practice

The Promise of Response to Intervention: Evaluating Current Science and Practice

ISBN-10:
1606235621
ISBN-13:
9781606235621
Pub. Date:
03/12/2010
Publisher:
Guilford Publications, Inc.

Hardcover

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Overview

The Promise of Response to Intervention: Evaluating Current Science and Practice

As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K–12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses.

Product Details

ISBN-13: 9781606235621
Publisher: Guilford Publications, Inc.
Publication date: 03/12/2010
Pages: 322
Product dimensions: 6.20(w) x 9.10(h) x 1.00(d)
Age Range: 5 - 17 Years

About the Author

Todd A. Glover, PhD, is Research Assistant Professor at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln. His research focuses on response to intervention (RTI), academic and behavioral interventions and assessments for students at risk, and methods for integrating empirical evidence and practice. Dr. Glover is the principal or co-principal investigator of several ongoing grant projects funded by the United States Department of Education’s Institute of Education Sciences and the Nebraska Department of Education, including a state RTI consortium, postdoctoral training program, and various research studies investigating service delivery and professional development for RTI.

Sharon Vaughn, PhD, is the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and Executive Director of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. She is the principal investigator or co-principal investigator of numerous research grants funded by the National Institute of Child Health and Human Development, the Institute of Education Sciences, and the Texas Education Agency.

Table of Contents

1. Supporting All Students: The Promise of Response to Intervention, Todd A. Glover

2. Key RTI Service Delivery Components: Considerations for Research-Informed Practice, Todd A. Glover

3. Multi-Tier Service Delivery: Current Status and Future Directions, Joseph F. Kovaleski and Lynanne Black

4. Student Assessment and Data-Based Decision Making, John M. Hintze and Amanda M. Marcotte

5. Preventing and Remediating Reading Difficulties: Perspectives from Research, Carolyn A. Denton and Sharon Vaughn

6. Research-Based Implications from Extensive Early Reading Interventions, Jeanne Wanzek and Sharon Vaughn

7. Reading Interventions for Older Students, Deborah Reed and Sharon Vaughn

8. RTI in Mathematics: Beginnings of a Knowledge Base, Ben Clarke, Russell Gersten, and Rebecca Newman-Gonchar

9. RTI in Writing Instruction: Implementing Evidence-Based Interventions and Evaluating the Effects for Individual Students, Susan De La Paz, Christine Espin, and Kristen L. McMaster

10. Evidence-Based Interventions within a Multi-Tier Framework for Positive Supports, Tanya Ihlo and Melissa Nantais

11. Special Education in an RTI Model: Addressing Unique Learning Needs, Matthew K. Burns, Theodore J. Christ, Christina H. Boice, and Isadora Szadokierski

12. Developing Systems-Level Capacity for RTI Implementation: Current Efforts and Future Directions, George Sugai, Rob Horner, Dean Fixsen, and Karen Blase

Interviews

School psychologists, K–12 school administrators, and special educators; graduate students and researchers in these fields. May serve as a supplemental text in graduate-level courses such as Response to Intervention, Introduction to School Psychology, and Academic Interventions in School Psychology.

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