Glover, Supporting All Students: The Promise of Response to Intervention. Glover, Key RTI Service Delivery Components: Considerations for Research-informed Practice. Kovaleski, Black, Multi-tier Service Delivery: Current Status and Future Directions. Hintze, Marcotte, Student Assessment and Data-based Decision Making. Denton, Vaughn, Preventing and Remediating Reading Difficulties: Perspectives from Research. Wanzek, Vaughn, Research-based Implications from Extensive Early Reading Interventions. Reed, Vaughn, Reading Interventions for Older Students. Clarke, Gersten, Newman-Gonchar, RTI in Mathematics: Beginnings of a Knowledge Base. De La Paz, Espin, McMaster, RTI in Writing Instruction: Implementing Evidence-based Interventions and Evaluating the Effects for Individual Students. Ihlo, Nantais, Evidence-based Interventions within a Multi-tier Framework for Positive Supports. Burns, Christ, Boice, Szadokierski, Special Education in an RTI Model: Addressing Unique Learning Needs. Sugai, Horner, Fixsen, Blase, Developing Systems-level Capacity for RTI Implementation: Current Efforts and Future Directions.
(source: Nielsen Book Data)
As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K-12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses. The book will be of use for school psychologists, K-12 school administrators, and special educators; graduate students and researchers in these fields. It will also serve as a supplemental text in graduate-level courses such as response to intervention, introduction to school psychology, and academic interventions in school psychology. (source: Nielsen Book Data)