Implementing Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices (School-Based Practice in Action)

Burns, Matthew K.; Gibbons, Kimberly

ISBN 10: 0415963923 / ISBN 13: 9780415963923

Published by Routledge, U.S.A., 2008

About this Item

Softcover, in Near Fine condition, includes CD which appears unopened, straight spine without creases, looks like new except for previous owner's name inside the cover, a nice-looking book, Procedures to Assure Scientific-based Practices,

Seller Inventory # 052800

Bibliographic Details

• Title: Implementing Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices (School-Based Practice in Action)
• Publisher: Routledge, U.S.A.
• Publication Date: 2008
• Language: English
• ISBN 10: 0415963923
• ISBN 13: 9780415963923
• Binding: Soft cover
• Condition: Very Good

About this title

Synopsis

The Response-to-Intervention (RTI) approach, tracks a student's progress and response to a given intervention (or series of interventions) that are designed to improve academic, social, behavioral, or emotional needs progress.  RTI models have been closely scrutinized, researched, and reported in the past few years, and they are increasingly looked to as the foundation of future (and more and more as the present) of school psychology practice in schools.  What is still lacking in the midst of a recent slew of handbooks, research studies, revised assessment scales and tests, and best-practices suggestions is a truly practical guidebook for actually implementing an RTI model.  This book will fill this need.  Following the structure and plan for our School-Based Practice in Action Series, authors Matt Burns and Kim Gibbons present a clear and concise guide for implementing a school-wide RTI model, from assessment and decision-making to Tiers I, II, and III interventions.  As with other volumes in the series, a companion CD will include a wealth of examples of forms, checklists, reports, and progress monitoring materials for the practitioner. 

About the Author

Matthew Kevin Burns is Associate Professor of Educational Psychology and Coordinator of the School Psychology Program at the University of Minnesota.   His research focuses on improving instruction for children with varying abilities and disabilities. He currently serves as an associate editor of Assessment for Effective Intervention and is on the editorial board of School Psychology Review, Psychology in the Schools, and Remedial and Special Education.

Kimberly A. Gibbons is Executive Director of the St. Croix River Education District.  She has experience as a Lecturer and Staff Development Coordinator at the University of Minnesota School Psychology Program and the St. Croix River Education District and as a school psychologist for two districts in Minnesota.