More New and Used
from Private Sellers
In Stock Usually Ships in 24 Hours
Downloadable Offline AccessLifetime Access
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 1st edition with a publication date of 1/14/2013.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Once a Response-To-Intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the "response" component of RTI, providing essential knowledge and hands-on techniques for assessing the effectiveness of RTI practices. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format and lay-flat binding facilitate photocopying. This book is in The Guilford Practical Intervention in the Schools Series.
T. Chris Riley-Tillman, PhD, is Associate Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri. His research focuses on improving education through the effective application of a problem-solving model. Specifically, he is interested in social behavioral assessment, intervention, single-case design, and consultation. Dr. Riley-Tillman has published numerous articles, books, and book chapters related to these research interests. He is the editor of Guilford's Practical Intervention in the Schools series. Matthew K. Burns, PhD, is Professor of Educational Psychology, Coordinator of the School Psychology Program, and Co-Director of the Minnesota Center for Reading Research at the University of Minnesota. He is the Editor of School Psychology Review and a former Editor of Assessment for Effective Intervention. Dr. Burns has conducted research on RTI, assessment of instructional levels, academic interventions, and facilitating problem-solving teams. He has published numerous articles and book chapters and has coauthored or coedited several books. Kimberly Gibbons, PhD, is Executive Director of the St. Croix River Education District in Rush City, Minnesota. She was named "Outstanding Administrator of the Year" by the Minnesota Administrators of Special Education (MASE) and was recently elected President of MASE. Dr. Gibbons has been responsible for supporting implementation of RTI frameworks in her school districts for the past 17 years, and was instrumental in changing state education laws to include RTI language. She provides national consultation and has numerous publications, including several books, on RTI and data-based decision-making.
Table of Contents
1. Advanced Response-to-Intervention Applications: Intervention Selection and Implementation 2. School-Based Assessment 3. Assessment for Problem Solving 4. Evaluating Interventions: Applied Single-Case Design 5. Evaluating Interventions: Analysis of Intervention Data 6. Decisions about Groups 7. Decisions about Individual Students 8. Special Education Eligibility 9. Conclusion