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
T. Chris Riley-Tillman, PhD, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is an Associate Editor of School Psychology Quarterly and Assessment for Effective Intervention. His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of five books and over 100 articles and book chapters, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the APA. He is the Series Editor of The Guilford Practical Intervention in the Schools Series. Matthew K. Burns, PhD, is Associate Dean for Research and Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri-Columbia. He has published over 150 articles and book chapters and 10 books, and served as Editor of School Psychology Review. 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.
"A valuable resource for teachers, school psychologists,
interventionists, and school administrators working to implement an
evidence-based RTI process in schools. The authors do a commendable
job of bridging the gap between research and practice. They cover
important topics in assessment and evaluation, using case examples
to illustrate evidence-based approaches."--Seth Aldrich, PhD,
bilingual school psychologist/RTI consultant, Homer (New York)
Central School District
"This is an outstanding guide to all aspects of academic and
behavioral data-based decision making within an RTI framework,
complete with case examples, handouts, and detailed instructions.
Filling a critical role, the book addresses the 'how-tos' of
assessment, problem solving, and evaluation. It is a 'must have'
for practitioners and an essential tool for university training
programs."--Robin S. Codding, PhD, Department of Counseling and
School Psychology, University of Massachusetts Boston
"The need for formative data to support high-stakes decisions is
critical. This volume provides an excellent, step-by-step
description of how to assess responsiveness to interventions in
real-world schools. It contains useful reproducible forms, tools,
and checklists, as well as model graphs used in progress
monitoring/decision making. This book should be used in every
school psychology training program and should be available to
everyone who consults with schools in the area of RTI."--R. Michael
Weger, PhD, Director, Black Hawk Area Special Education District,
East Moline, Illinois
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