Response to Intervention: Principles and Strategies for Effective Practice (The Guilford Practical Intervention in the Schools Series)

Rachel Brown-Chidsey

ISBN 10: 1606239236 / ISBN 13: 9781606239230

Edité par The Guilford Press, 2010

A propos de cet article

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Détails bibliographiques

• Titre: Response to Intervention: Principles and Strategies for Effective Practice (The Guilford Practical Intervention in the Schools Series)
• Éditeur: The Guilford Press
• Date de parution: 2010
• Langue: anglais
• ISBN à 10 chiffres: 1606239236
• ISBN à 13 chiffres: 9781606239230
• Reliure: paperback
• Édition: 2ème Édition
• État de l'article: VeryGood

A propos de ce titre

Synopsis

This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training.

New to this Edition
*Includes extensive new research that reflects the increasing adoption of RTI nationwide.
*Expanded to include behavioral interventions.
*Chapter on effective instructional practices for general education.
*Chapter on implementation at the whole-school and district levels.
*Chapter featuring multiple intervention case studies.

See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

À propos de l?auteur

Rachel Brown-Chidsey, PhD, NCSP, is Senior Academic Officer for FastBridge Learning and a faculty member in the Department of Educational and School Psychology at the University of Southern Maine. Prior to obtaining her doctorate in school psychology, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention (RTI), multi-tiered systems of support (MTSS), and scientifically based instruction methods. Dr. Brown is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approach and coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice; RTI in the Classroom: Guidelines and Recipes for Success; and Practical Handbook of Multi-Tiered Systems of Support. In addition, Dr. Brown has authored articles about reading assessment and instruction as well as implementation of tiered instruction. She has consulted with numerous school districts to support RTI and MTSS implementation.

Mark W. Steege, PhD, is Professor and Coordinator of the School Psychology Program at the University of Southern Maine in Gorham. He is a nationally certified school psychologist and a Board Certified Behavior Analyst--Doctoral. Dr. Steege has published widely on assessments and interventions for persons with disabilities.