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RTI Applications


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Table of Contents

1. Introduction
2. Matching the "Right" Intervention to the Student
3. Selecting Group Interventions: Identifying a Classwide Problem
4. Whole-School Behavioral Interventions
5. Small-Group Academic Interventions
6. Classwide/Small-Group Behavioral Interventions
7. Academic Acquisition Interventions
8. Behavioral Acquisition Interventions
9. Academic Fluency-Building Interventions
10. Behavioral Proficiency-Building Interventions
11. Maintenance and Generalization of Behavioral Interventions
12. Maintenance and Generalization of Academic Interventions
13. Putting It All Together

About the Author

Matthew K. Burns, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, USA; T. Chris Riley-Tillman, PhD, Department of Education, School, & Counseling Psychology, University of Missouri; and Amanda M. VanDerHeyden, PhD, Education Research & Consulting, Inc, Fairhope, Alabama, USA


"The authors provide an excellent framework for selecting academic and behavioral interventions. The use of the 'instructional hierarchy' will help educators make theory-based descisions that will enhance practice. This is a valuable tool for school-based practitioners, university educators, and students. Providing many hands-on examples, the book would serve well as a text in practicum classes focused on academic or behavioral interventions." - Mike Vanderwood, University of California, Riverside, USA "A valuable resource for educators looking to improve academic and behavioral interventions in the context of RTI. Readers will gain an understanding of how to select, implement, and evaluate interventions at Tiers 1, 2, and 3 of the RTI model, while using data to guide decision making at every step. The authors provide detailed information about a range of academic and behavioral interventions for individual students, groups, classrooms, or entire schools. As a trainer of school psychologists, I can see this book being used as a text in graduate courses addressing school consultation, assessment, and intervention." - Angela J. Whalen, University of Oregon, USA

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