- Inbunden (Hardback)
- Antal sidor
- 2nd ed. 2016
- Springer-Verlag New York Inc.
- Jimerson, Shane R. (ed.), Burns, Matthew K. (ed.), VanDerHeyden, Amanda (ed.)
- 63 schwarz-weiße Tabellen 63 schwarz-weiße und 26 farbige Abbildungen Bibliographie
- 63 Tables, black and white; 26 Illustrations, color; 63 Illustrations, black and white; XXV, 740 p.
- 260 x 190 x 50 mm
- Antal komponenter
- 1 Hardback
- 1474 g
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Handbook of Response to Intervention
The Science and Practice of Multi-Tiered Systems of Support
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"This book on best practices for using response to intervention (RTI) within Multi-Tiered Systems of Support (MTSS) covers both assessment and intervention. ... The book is replete with figures and tables which help clarify the text. This book fully discusses the multitiered systems of support. This update is justified because of the increase in research studies since the previous edition." (Gary B. Kaniuk, Doody's Book Reviews, April, 2016)
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Shane R. Jimerson, Ph.D., is the Chair and Professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara. Dr. Jimerson is currently the Editor of School Psychology Quarterly published by the American Psychological Association, and President-Elect of the International School Psychology Association. He was also recently the President of Division 16 (School Psychology) of the American Psychological Association. He has contributed over 200 presentations during the past 15 years to diverse audiences of students, scholars, and professionals across more than 25 countries, including; Australia, Bangladesh, Canada, China, Denmark, England, Estonia, Finland, France, Germany, Greece, Hong Kong, India, Ireland, Jamaica, Japan, Latvia, Lithuania, Macau, Malta, Puerto Rico, the Netherlands, New Zealand, Portugal, Spain, and the United States. Dr. Jimerson is the co-founder of the International Institute of School Psychology. Among over 300 publications, Dr. Jimerson is the Editor of and contributor to a special issue of The California School Psychologist journal addressing the topic of response to intervention and problem solving strategies, entitled, Response to Interventions Approaches: Supporting Early and Sustained Success for all Students. He is also the lead-editor of The Handbook of School Violence and School Safety: International Research and Practice 2nd Edition (2012, Routledge), co-editor of Best Practices in School Crisis Prevention and Intervention 2nd Edition (2012, National Association of School Psychologists), The Handbook of Bullying in Schools: An International Perspective (2010, Routledge), the lead-editor of The Handbook of International School Psychology (2007, SAGE Publishing), and the lead editor of The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (2007, Springer Science). He is also co-author of School Crisis Prevention and Intervention: The PREPaRE Model (2009, National Association of School Psychologists), a co-author of a five-book grief support group curriculum series The Mourning Child Grief Support Group Curriculum (2001, Taylor and Francis), co-author of Identifying, Assessing, and Treating Autism at School (2006, Springer Science), co-author of Identifying, Assessing, and Treating Conduct Disorder at School (2008, Springer Science), co-author of Identifying, Assessing, and Treating PTSD at School (2008, Springer Science), co-author of Identifying, Assessing, and Treating ADHD at School (2009, Springer Science), and co-author of the Promoting Positive Peer Relationships (P3R): Bullying Prevention Program (2008, Stories of Us). He has also served as the Editor of The California School Psychologist journal, Associate Editor of School Psychology Review, and the editorial boards of numerous journals including, the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels, including; Vice President for Convention Affairs and Public Relations of Division 16 (School Psychology) American Psychological Association, Chair of the Research Committee of the International School Psychology Association, Chair of the Division 16 (School Psychology) conference proceedings for the American Psychological Association conference, and Chair of the School Psychology Research Collaboration Conference. The quality and contributions of his scholarship are reflected in the numerous awards and recognition that he has received. Dr. Jimerson received the Best Research Article of the Year Award from the , in 1998 and then again in 2000. He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists', School Psychology Review. Also in 2001, he was elected to membership in the Society for the Study of School Psychology. Dr. Jimerson's scholarly effo
1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & Joseph F. Kovaleski.- 9. Multi-tiered Systems of Support and Evidence-Based Practices; Karen C. Stoiber & Maribeth Gettinger.- 10. Preservice Teacher Education and Response to Intervention within Multi-tiered Systems of Support: What Can We Learn From Research and Practice?; David H. Allsopp, Jennie L. Farmer, David Hoppey.- 11. Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring; Shane R. Jimerson, Rachel Stein, Aaron Haddock, & Reza Shahroozi.- III. Tier 1 - Assessment, Problem Analysis, and Intervention.- 12. Screening Assessment within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps; Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten, & Myeongsun Yoon.- 13. The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success; Asha K. Jitendra & Danielle N. Dupuis.- 14. Classroom Reading Instruction for All Students; Barbara R. Foorman amd Jeanne Wanzek.- 15. Classwide Intervention Using Peer-Assisted Learning Strategies; Kristen L. McMaster & Douglas Fuchs.- IV. Tier 2 - Assessment, Problem Analysis, and Intervention.- 16. Assessment: Periodic Assessment to Monitor Progress; Benjamin Silberglitt, David Parker, & Paul Muyskens.- 17. Problem-Analysis at Tier 2: Using Data to Find the Category of the Problem; Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas & Lori Helman.- 18. Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2; Lynn S. Fuchs, Douglas Fuchs, & Amelia S. Malone.- 19. Implementation of Tier 2 Reading Interventions in the Primary Grades; Jeanne Wanzek, Stephanie Al Otaiba, & Brandy Gatlin.- V. Tier 3 - Assessment, Problem Analysis, and Intervention.- 20. Progress Monitoring for Students Receiving Intensive Academic Intervention; David A. Klingbeil, Tera L. Bradley, & Jennifer J. McComas.- 21. Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems; Melissa Coolong-Chaffin & Jennifer J. McComas.- 22. Tier 3: Intensive Mathematics Intervention Strategies; Robin S. Codding & Ryan Martin.- 23. Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?; Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanne Wanzek & Joseph Torgesen.- VI. Contemporary Implementation Science.- 24. Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation; George H. Noell & Kristin A. Gansle.- 25. Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response to Intervention Service Delivery Framework; Jeremy Miciak, Jack M. Fletcher, & Karla K. Stuebing.- 26. Contextual Influences and Response to Intervention; Amy L. Reschly & Melissa Coolong-Chaffin.- 27. Using Single Case Design in a Response to Intervention Model; T. Chris Riley-Tillm