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 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 American Psychological Association. He is editor of The
Guilford Practical Intervention in the Schools Series.
Matthew K. Burns, PhD, is The Rose and Irving Fein Endowed
Professor of Special Education at the University of Florida and
Assistant Director of the University of Florida Literacy Institute.
He is a past editor of School Psychology Review and Assessment for
Effective Intervention. Dr. Burns’s research focuses on the use of
assessment data to determine individual or small-group
interventions. A coauthor of the Path to Reading Excellence in
School Sites (PRESS) reading intervention program, he has published
over 210 articles, book chapters, and 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.
"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, BCBA, School Psychology Program,
Northeastern University
"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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