Schoolwide Prevention Models: Lessons Learned in Elementary Schools / Edition 1 available in Hardcover
- Pub. Date:
- Guilford Publications, Inc.
Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative and grounded in research. Chapters first identify the core features of effective three-tier prevention models and explain their role within a response-to-intervention framework. In-depth case studies then illustrate the experience of implementing distinct models (targeting reading problems, behavior problems, or both) in actual schools across the country. The cases yield vital insights into the process of choosing the right prevention model for a particular school; coordinating faculty teams and building their skills; and making data-based decisions to improve student outcomes.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||New Edition|
|Product dimensions:||9.18(w) x 10.70(h) x 0.97(d)|
|Age Range:||5 - 11 Years|
About the Author
Charles R. Greenwood, PhD, is Director, Juniper Gardens Children's Project; Senior Scientist, Schiefelbusch Institute for Life Span Studies; and Professor of Applied Behavioral Science and Special Education at the University of Kansas. Dr. Greenwood's research and over 100 publications focus on the development of evidence-based instructional and behavioral interventions as well as methods of progress-monitoring measurement and classroom behavior observation. His honors and awards include the Fred S. Keller Award from Division 25 of the American Psychological Association (APA) for his distinguished contributions to the field of education.
Thomas R. Kratochwill, PhD, is Sears-Bascom Professor, Director of the Educational and Psychological Training Center, and Co-Director of the Child and Adolescent Mental Health and Education Resource Center at the University of Wisconsin-Madison. He is the author of over 200 journal articles, book chapters, and monographs. Dr. Kratochwill's research contributions have been recognized with numerous awards, including the APA Award for Distinguished Career Contributions to Education and Training in Psychology.
Melissa Clements, PhD, is a Senior Associate with MGT of America, Inc., a research firm based in Tallahassee, Florida. Previously, she served as Co-Director of the Coordination, Consultation, and Evaluation Center at the University of Wisconsin-Madison, the coordination center for the Office of Special Education Programs K-3 Reading and Behavior Intervention Models Project. Her research interests include early child development, education, special education, contextual influences, and evaluation of prevention and intervention programs for high-risk populations.
Table of Contents
I. Background and Rationale
1. Introduction, Charles R. Greenwood, Robert H. Horner, and Thomas R. Kratochwill
2. Core Features of Multi-tiered Systems of Reading and Behavioral Support, David J. Chard, Beth A. Harn, George Sugai, Robert H. Horner, Deborah C. Simmons, and Edward J. Kame’enui
II. Case Studies
3. Nebraska Three-Tiered Behavioral Prevention Model Case Study, Ron Nelson, Kristin Duppong Hurley, Lori Synhorst, and Michael H. Epstein
4. Comprehensive Implementation of the Three-Tiered Prevention Approach to Schoolwide Behavioral Support: An Oregon Case Study, Tary J. Tobin, Celeste Rossetto Dickey, Robert H. Horner, and George Sugai
5. Effects of Professional Development on Improving At-Risk Students' Performance in Reading, Sharon Vaughn, Sylvia Linan-Thompson, Althea L. Woodruff, Christy S. Murray, Jeanne Wanzek, Nancy Scammacca, Greg Roberts, and Batya Elbaum
6. Project CIRCUITS: Center for Improving Reading Competence Using Intensive Treatments Schoolwide, David J. Chard and Beth A. Harn
7. The North Carolina Reading and Behavior Center's K–3 Prevention Model: Eastside Elementary School Case Study, Bob Algozzine, Nancy Cooke, Richard White, Shawnna Helf, Kate Algozzine, and Tina McClanahan
8: The Kansas Reading and Behavior Center’s K–3 Prevention Model, Mary Abbott, Howard Wills, Debra Kamps, Charles R. Greenwood, Harriet Dawson-Bannister, Jorun Kaufman, Mary Baldwin Veerkamp, and Debra Fillingin
III. Implications and Conclusions
9. Multi-Tiered Prevention Models: Implications and Future Perspectives, Melissa Clements and Thomas R. Kratochwill
School psychologists; teacher educators and researchers in special and general education; school administrators. May serve as a supplemental text in graduate-level courses such as Behavioral Intervention, Interventions for Reading Problems, and Issues in Special Education.