Evaluating Educational Interventions, Second Edition: Single-Case Design for Measuring Response to Intervention (The Guilford Practical Intervention in the Schools Series)

This innovative guide is now in a revised and expanded second edition with an even stronger applied focus. It helps educators harness the potential of single-case design (SCD) as a critical element of data-based decision making in a multi-tiered system of support (MTSS). The authors present simple and complex SCDs and demonstrate their use to defensibly document the effects of academic or behavioral interventions. In a convenient large-size format, the book includes reproducible graphs and other tools; appendices provide guides to analyzing and presenting data in Microsoft Excel. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition
*Updated to align perfectly with MTSS and current evidence-based practices.
*Chapter on using SCD in educational research.
*Greater emphasis on day-to-day educational practice throughout.
*Significantly revised discussions of brief experimental analysis, complex SCDs, and advanced empirical analyses.

T. Chris Riley-Tillman, PhD, is Associate Provost and Professor of School Psychology at the University of Missouri–Columbia. He is a Senior Advisor for the National Center on Intensive Intervention, a Fellow of Division 16 (School Psychology) of the American Psychological Association (APA), and a member of the Society for the Study of School Psychology. He is also the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website that contains intervention and assessment resources for educational professionals developed by researchers. A recipient of the Tom Oakland Mid-Career Research Award from APA Division 16, Dr. Riley-Tillman has published over 86 journal articles and books on social behavior assessment, schoolwide service delivery, and single-case design.
 
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.
 
Stephen P. Kilgus, PhD, is Associate Professor of School Psychology at the University of Wisconsin–Madison, where he is Co-Director of the School Mental Health Collaborative. He has served as an associate editor of the Journal of School Psychology and Assessment for Effective Intervention. He is a recipient of the Lightner Witmer Award for early career scholarship and the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychology Association. Dr. Kilgus has contributed to the development of school-based mental health assessments and interventions, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) and the Resilience Education Program. He has published over 60 peer-reviewed articles and book chapters.