Identify students’ learning needs and make appropriate decisions regarding instruction and intervention!
Written for RTI teams, this resource demonstrates how to conduct intensive, comprehensive evaluations of students who are struggling in the general classroom. Focusing exclusively on the third tier of the RTI model, the book:
- Provides guidance on problem identification and analysis, progress monitoring, selection of research-based interventions, and evaluation of case study outcomes
- Addresses both academic and behavioral challenges, including mental health issues
- Shows how school psychologists can collaborate with other members of the RTI team
- Provides tools for assessment and for tracking progress
|Product dimensions:||6.90(w) x 9.90(h) x 0.70(d)|
About the Author
Kathy McNamara is a professor of psychology at Cleveland State University, where she directs the School Psychology Specialist degree program. She currently serves as chair of the Ethics and Professional Practices Committee of the National Association of School Psychologists, and has been active in the leadership of the Ohio School Psychologists Association since 1984. She has published chapters on social competence and professional ethics in the NASP Best Practices series. McNamara’s research focuses on intervention-based school psychological services, and her work in this area has been published in The School Psychology Review, the Journal of Educational and Psychological Consultation, and Exceptional Children. She has conducted numerous trainings of school psychologists, teachers, and administrators, and consults with school districts regarding implementation of the RTI model. McNamara has served for thirty years as a school psychologist practitioner, supervisor, and faculty member.
Table of ContentsPrefaceAcknowledgmentsAbout the Authors1. Introduction to RTI and the Case Study Model Context and History The Response to Intervention Process The Case Study Model and Prereferral Intervention Summary2. Assessment Principles and Practices Assessment Methods Assessment at Tier 1 Assessment at Tier 2 Assessing Behavior Summary3. Facilitating Response to Intervention in Schools School Psychologist as Systems Change Agent Evaluating the System Goal Setting RTI Implementation Summary4. Problem Identification Tier 1 Tier 2 Tier 3 Behavioral Definition of the Problem Problem Certification: Establishing the Severity of the Discrepancy Between Actual and Expected Performance Formulating Intervention Goals Planning Data-Collection Activities for Baseline Measurement and Progress Monitoring Assessment of Factors Related to the Problem Summary5. Problem Analysis Generating Hypotheses Primary and Secondary Dependent Variables Types of Hypotheses Intervention Selection Hypothesis Testing Summary6. Single-Case Design Single-Case Design and Hypothesis Testing Single-Case Design and Progress Monitoring Choosing a Single-Case Design Summary7. Intervention Selecting Research-Based Interventions Intervention Integrity Linking Interventions to Hypotheses Characteristics of Effective Academic Interventions Characteristics of Effective Behavioral Interventions Targets of Intervention Summary8. Evaluating Case Study Outcomes Visual Analysis Conducting Visual Analyses Magnitude of Change Choosing, Calculating, and Interpreting Effect Sizes Quality of the Outcome: Goal-Attainment Scaling Choosing Evaluation Methods and Judging Outcomes Summary9. Using the Case Study to Determine Special Education Eligibility Disability Versus Eligibility Determination Responsiveness Versus Resistance Using Case Study Information for Special Education Eligibility Determination RTI and Specific Learning Disabilities Decision Making in Eligibility Determination Technical Adequacy of Decision-Making Practices Eligibility Decisions Summary10. Program Evaluation Case Study Structure Case Study Rubric Case Study: Morgan Case Study: Reggie Evaluation of School Psychology Services and Programs Case Study Fidelity Intervention Integrity Magnitude of Change Goal-Attainment Scaling SummaryReferencesIndex