Response to Intervention: Principles and Strategies for Effective Practice

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

Overview

This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training.

New to this Edition
*Includes extensive new research that reflects the increasing adoption of RTI nationwide.
*Expanded to include behavioral interventions.
*Chapter on effective instructional practices for general education.
*Chapter on implementation at the whole-school and district levels.
*Chapter featuring multiple intervention case studies.

See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Product Details

ISBN-13:	9781606239247
Publisher:	Guilford Publications, Inc.
Publication date:	06/15/2011
Series:	The Guilford Practical Intervention in the Schools Series
Sold by:	Barnes & Noble
Format:	eBook
Pages:	208
File size:	4 MB
Age Range:	5 - 17 Years

About the Author

Rachel Brown-Chidsey, PhD, NCSP, is Senior Academic Officer for FastBridge Learning and a faculty member in the Department of Educational and School Psychology at the University of Southern Maine. Prior to obtaining her doctorate in school psychology, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention (RTI), multi-tiered systems of support (MTSS), and scientifically based instruction methods. Dr. Brown is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approach and coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice; RTI in the Classroom: Guidelines and Recipes for Success; and Practical Handbook of Multi-Tiered Systems of Support. In addition, Dr. Brown has authored articles about reading assessment and instruction as well as implementation of tiered instruction. She has consulted with numerous school districts to support RTI and MTSS implementation.

Mark W. Steege, PhD, is Professor and Coordinator of the School Psychology Program at the University of Southern Maine in Gorham. He is a nationally certified school psychologist and a Board Certified Behavior Analyst--Doctoral. Dr. Steege has published widely on assessments and interventions for persons with disabilities.

Table of Contents

1. Introduction: What Is Response to Intervention (RTI)?2. Using Scientifically Based Instruction: NCLB, IDEA, ARRA, and RTI3. RTI and Special Education: Prospects and Possibilities4. Evidence-Based Interventions5. Single-Subject Experimental Design6. How to Teach So That Students Will Learn: Key Components of Effective Instruction and Assessment7. RTI Procedures: 10 Steps to Address Learning and Behavior Difficulties8. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion9. Developing RTI Blueprints: Connecting the Dots10. Case Examples of RTI in Action: Experimental Analysis of Effective Instruction11. RTI Reports: Formal Evidence of Student Progress12. Frequently Asked Questions: Some Answers about RTI

Interviews

School psychologists, special educators, and speech-language professionals; advanced students in these fields. Serves as a text in graduate-level courses in academic interventions, educational assessments, learning disabilities, and special education practices.

Editorial Reviews

"The authors present a clear foundation, rationale, and framework to implement an RTI model. In an age of standards-based accountability, school personnel must have access to models and methods for data-based decision making. This text effectively communicates how to collect and use data to better understand the relationship between the educational environment and student progress. In this way, the text will support the preparation and training of educators as practitioner-scientists—professionals who know how to use assessment data dynamically to modify the instructional environment and maximize student outcomes."—Theodore J. Christ, PhD, School Psychology Program, University of Minnesota

"Even for those who are excited about the potential of RTI to make a real difference in addressing the needs of diverse learners, there is uncertainty about where to begin. This book fills a critical void in the literature. It describes the 'who,' 'what,' 'when,' 'where,' and 'how' of implementing RTI so concretely and coherently that it will make the transition seem doable for even the most reluctant member of a school team. Both the FAQ section and the transparency masters make this a particularly useful handbook for training and implementation. This is one of those rare books that present a complex and controversial set of ideas not only simply and clearly, but with sufficient sophistication that will be useful to a range of audiences. This book will be a godsend for preservice trainers of school psychologists and special educators and for administrators and consultants charged with improving outcomes for all students through the implementation of RTI procedures."—Judith E. Loughlin, PhD, IDEAL Consulting Services and School Psychology Program, University of Massachusetts, Amherst

"RTI is receiving increased attention as an empirically based model for making special education service decisions. This book provides an excellent contribution to the literature on RTI and will serve as a fundamental source related to this decision-making model. Drs. Brown-Chidsey and Steege offer readers step-by-step guidelines for applying this model to their practice. This book will be enormously helpful to school psychologists and other school-based professionals, as well as university programs in school psychology, special education, and education."—Tanya L. Eckert, PhD, Department of Psychology, Syracuse University

From the Publisher

"This informative text provides a practical, how-to approach designed to help begin and support the shift to an RTI approach....Teachers, psychologists, literary coaches, and other professionals will find a wealth of useful and practical information including sample schedules for initial staff training, help with goal setting and benchmarks for progress monitoring, and summaries of curricula." (on previous edition)

Perspectives on Language and Literacy