Response to Intervention Principles and Strategies for Effective Practice

by Brown-Chidsey, Rachel; Steege, Mark W.

• ISBN13: 9781593852153
• ISBN10: 1593852150
• Edition: 1st
• Format: Paperback
• Copyright: 2005-10-06
• Publisher: The Guilford Press

Summary

Meeting a key need, this is the first comprehensive guide to implementing a schoolwide response to intervention (RTI) program. The book is geared to helping practitioners understand and respond to No Child Left Behind and to the new special education eligibility guidelines outlined in IDEIA 2004. Presented are the theoretical and empirical foundations of the approach and a clear, 10-step model for conducting RTI procedures with students experiencing learning difficulties. Special features include reproducible planning and implementation worksheets and more than two dozen overhead transparency masters for use in RTI training sessions, with lay-flat binding to facilitate photocopying. For optimal utility, RTI training materials are also available online as PowerPoint slides and PDFs (www.guilford.com/rti).

Author Biography

Rachel Brown-Chidsey, PhD, is Associate Professor and Coordinator of the School Psychology Program at the University of Southern Maine. Prior to obtaining her doctorate at the University of Massachusetts/n-/Amherst, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention, and scientifically based reading instruction methods. Dr. Brown-Chidsey participated in the 2002 Multi-Site Conference on Future of School Psychology and subsequently edited [i]Assessment for Intervention: A Problem-Solving Approach[/i], which stemmed from the research presented at the conference. Dr. Brown-Chidsey is a nationally certified school psychologist and a licensed psychologist, and she has served on the Maine Advisory Board for School Psychological Service Providers and the Maine Task Force for Special Education Eligibility.

Mark W. Steege, PhD, is Professor and Clinical Coordinator of the School Psychology Program at the University of Southern Maine. Dr. Steege earned his doctorate at the University of Iowa and completed postdoctoral work as a pediatric psychologist at the University of Iowa College of Medicine. His research areas include functional behavioral assessment, interventions for individuals with developmental disabilities, and assessment of autism spectrum disorders. Dr. Steege coauthored [i]Conducting School-Based Functional Behavioral Assessments: A Practitioner's Guide[/i], with T. Steuart Watson, and has published numerous articles related to applied behavior analysis, functional behavioral assessment, and single-subject research design.

Table of Contents

List of Figures, Tables, Boxes, Forms, and Overheads	xiv
Introduction: What Is Response to Intervention (RTI)?	1	(12)
History	3	(1)
Key Features of RTI	3	(3)
RTI and Problem Solving	6	(3)
Problem Identification	7	(1)
Problem Definition	7	(1)
Designing Intervention Plans	7	(1)
Implementing the Intervention	8	(1)
Problem Solution	8	(1)
RTI and Special Education	9	(1)
RTI and General Education	10	(1)
RTI and Public Policy	10	(1)
Big Ideas about RTI	11	(2)
NCLB, IDEIA, and RTI: Linkages across National Education Policies	13	(7)
Historical Context of RTI	13	(1)
RTI Components in NCLB	14	(3)
No Child Left Behind	14	(1)
Reading First	15	(1)
Early Reading First	15	(1)
Anticipating Student Needs: Prevention on Multiple Levels	16	(1)
RTI Components in IDEIA 2004	17	(1)
Emerging Standards in Education Policy	18	(2)
RTI Instead of Discrepancy Models	20	(7)
RTI and Special Education	20	(1)
Problems with IQ--Achievement Discrepancies	21	(3)
Why Is the IQ--Achievement Equation Problematic?	21	(1)
Responding Instead of Waiting	22	(2)
Empirical Support for RTI in Special Education Practice	24	(1)
RTI as Part of Special Education	25	(1)
Summary	26	(1)
Evidence-Based Interventions	27	(13)
What Is the Rationale for Requiring an Evidence Base for Interventions?	30	(3)
Do Anecdotal Reports, Subjective Opinions, or Testimonials Constitute Evidence?	33	(2)
What Constitutes Evidence?	35	(3)
Empirical Validation in School Settings	38	(1)
A Cautionary Note about Evidence	38	(1)
Summary	39	(1)
Single-Subject Experimental Design	40	(15)
Single-Subject Methods as Part of RTI	41	(6)
Basic Components of Single-Subject Experimental Designs	41	(4)
Comparing Interventions	45	(1)
Test Driving the Intervention	45	(2)
Documenting Student Performance over Time	47	(1)
Case Examples	47	(7)
Case Study	47	(1)
Multiple-Baseline across Behaviors Design with Generalization	48	(1)
Multiple-Baseline across Behaviors Design without Generalization	49	(1)
Alternating Interventions	50	(2)
Comparing Performance across Multiple Dependent Variables	52	(2)
Summary	54	(1)
Single-Subject Research and RTI: A Natural Collaboration	55	(9)
Integrating Empirically Based Instruction and Data	55	(1)
Key Features of Effective Instruction	55	(5)
Content	56	(1)
Delivery	57	(1)
Pace	57	(2)
Responses	59	(1)
Assessment	59	(1)
Key Features of Data Collection and Analysis	60	(3)
Target Skill or Behavior	60	(2)
Setting(s)	62	(1)
Data Recording Procedures	62	(1)
Analysis and Interpretation	62	(1)
Summary	63	(1)
Using RTI Procedures for Assessment of Academic Difficulties	64	(35)
Using RTI to Meet Students' Needs	64	(23)
Step 1: Implement Evidence-Based General Education Instructional Methods	64	(3)
Step 2: Collect Benchmarks of All Students' Performance Three Times during the School Year	67	(6)
Step 3: Identify Which Students Scored below the Benchmark Target(s)	73	(2)
Step 4: Provide Daily Scientifically Based Small-Group Instruction	75	(6)
Step 5: Monitor Student Progress toward the Benchmark(s), Using Frequent Assessments	81	(3)
Step 6: Review, Revise, and/or Discontinue Small-Group Instruction	84	(1)
Step 7: Increase the Intensity, Duration, and/or Frequency of Instruction	84	(1)
Step 8: Review, Revise, and/or Discontinue Small-Group Instruction	85	(1)
Step 9: Comprehensive Evaluation, If Needed	85	(1)
Step 10: Special Education Eligibility	85	(2)
Summary	87	(12)
Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion	99	(9)
Diverse Student Backgrounds and Needs	99	(5)
Ability	100	(1)
Culture	101	(1)
Language	102	(1)
Race	102	(1)
Religion	103	(1)
Fairness and Equity in Education	104	(3)
Assessment	104	(2)
How RTI Connects Diverse Backgrounds	106	(1)
Conclusion	107	(1)
Using RTI Procedures as Part of Special Education Eligibility Decision Making	108	(9)
Students with Academic Difficulties	108	(7)
Reading Fundamentals: The Case of Jody	108	(1)
Reading Roadblocks: The Case of Lilly	109	(2)
Math Disdain or Disability: The Case of Rowena	111	(2)
Writing Blues: The Case of Maureen	113	(2)
Summary	115	(2)
RTI Reports: Formal Evidence of Student Progress	117	(22)
Types of Reports	117	(6)
Brief Summary Reports	117	(2)
Longitudinal Data Summary Reports	119	(4)
Full Psychological Evaluation Reports	123	(1)
Evaluation Report Components	123	(4)
Problem Identification	123	(1)
Problem Definition	124	(2)
Exploring Solutions	126	(1)
Report Examples	127	(11)
Mary Ann's Math Troubles: No Disability Found	127	(5)
Luke: Identification of Disability Using RTI and Cognitive Measures	132	(3)
Jane: Additional Assessment Is Needed	135	(3)
Summary	138	(1)
Training Educators to Use RTI Methods	139	(18)
Training Procedures	139	(1)
A Needed Paradigm Shift	139	(1)
Personnel Involved in RTI Practices	140	(1)
Training Components	141	(2)
Schedule	141	(1)
Learning Outcomes	142	(1)
Indicators of Mastery	143	(1)
Training Slides	143	(14)
Frequently Asked Questions . . .and Our Best Responses: Some Conclusions about RTI	157	(6)
Benefits of RTI	160	(1)
Principles, Skills, and Practices	160	(1)
RTI Applications	161	(1)
General Education	161	(1)
Special Education	161	(1)
Future Directions	162	(1)
References	163	(10)
Index	173