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Response to Intervention: Principles and Strategies for Effective Practice (The Guilford Practical Intervention in Schools Series)

Response to Intervention: Principles and Strategies for Effective Practice (The Guilford Practical Intervention in Schools Series)
By Rachel Brown-Chidsey, Mark W. Steege Phd

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Product Description

Meeting a key need, this is the first comprehensive guide to implementing a schoolwide response to intervention (RTI) program. The book is geared to helping practitioners understand and respond to No Child Left Behind and to the new special education eligibility guidelines outlined in IDEIA 2004. Presented are the theoretical and empirical foundations of the approach and a clear, 10-step model for conducting RTI procedures with students experiencing learning difficulties. Special features include reproducible planning and implementation worksheets and more than two dozen overhead transparency masters for use in RTI training sessions, with lay-flat binding to facilitate photocopying. For optimal utility, RTI training materials are also available online as PowerPoint slides and PDFs (www.guilford.com/rti).

Product Details

  • Amazon Sales Rank: #55036 in Books
  • Published on: 2005-10-06
  • Original language: English
  • Number of items: 1
  • Binding: Paperback
  • 176 pages

Features

Editorial Reviews

Review

"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


"The authors write in accessible language and uses examples and visual aids that make RTI easier to understand. The RTI process is becoming a key component of the education evaluation process and is particularly important to identifying reading, math, and writing deficits. Response to Intervention is an excellent starting source for parent and educator understanding and has earned the EP Symbol of Excellence."--Exceptional Parent
 
"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....This text provides a comprehensive presentation of the research basis and rationales for RTI together with a step-by-step guide for its implementation."--Perspectives on Language and Literacy

About the Author

Rachel Brown-Chidsey, PhD, is Associate Professor and Coordinator of the School Psychology Program at the University of Southern Maine. Prior to obtaining her doctorate at the University of Massachusetts/n-/Amherst, she taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention, and scientifically based reading instruction methods. Dr. Brown-Chidsey participated in the 2002 Multi-Site Conference on Future of School Psychology and subsequently edited [i]Assessment for Intervention: A Problem-Solving Approach[/i], which stemmed from the research presented at the conference. Dr. Brown-Chidsey is a nationally certified school psychologist and a licensed psychologist, and she has served on the Maine Advisory Board for School Psychological Service Providers and the Maine Task Force for Special Education Eligibility.

Mark W. Steege, PhD, is Professor and Clinical Coordinator of the School Psychology Program at the University of Southern Maine. Dr. Steege earned his doctorate at the University of Iowa and completed postdoctoral work as a pediatric psychologist at the University of Iowa College of Medicine. His research areas include functional behavioral assessment, interventions for individuals with developmental disabilities, and assessment of autism spectrum disorders. Dr. Steege coauthored [i]Conducting School-Based Functional Behavioral Assessments: A Practitioner's Guide[/i], with T. Steuart Watson, and has published numerous articles related to applied behavior analysis, functional behavioral assessment, and single-subject research design.

Customer Reviews

A Thorough Explanation and Illustration. 4
Where I work, we are close to the point in which we will be implementing the Response to Intervention model for determining learning disabled and emotionally disturbed student eligibility. This necessitated my pouring over this book a few times in the last few weeks. I have to recommend it strongly as it would be difficult to imagine a more thorough work concerning this very new subject. Its historical discussion of special education and learning disabilities was excellent as was the authors' review of recent laws and legislation. The authors' description of the ineptitude of the discrepancy model is compelling even for those of us who never endured zoo staffings which were often its inevitable result. For those of us in the field, there are endless forms and figures on these pages which can be used as inspiration behind the forms accompanying our district's transition; although, RTI adoption clearly isn't just a matter of forms. The most exciting aspect is that it will give us an opportunity to develop a new aspect to one's game. Now, we'll utilize scientifically based interventions and be able to initiate them while recording the results. The authors even offer a template for a novel psychological report based upon Response to Intervention. Their creativity and thoroughness was a pleasant surprise.

However, I couldn't give the text five stars as the authors offer only unmitigated support for their subject. This is not good scholarship, nor is it good science. They make no attempt to explain the limitations which may be inherent to the enterprise. They also do not mention what many a practitioner (I hope) has realized since they first heard of it; which is that, contrary to expectations, it will balloon the size of special education because it will now be impossible to limit the number of children who will be eligible for learning disabled services. The slow learners who were once, and wrongfully, turned away will now be identified alongside the deficit students accommodated in the past. Without any mechanism with which to say no, school psychologists--that is those of us did what we were supposed to do for decades--will have to watch as the floodgates open and numbers swell to the point where special education becomes more normal than special. Perhaps I'm wrong, but my allowing for error is something with which the authors should partake.

Very Helpful5
This book provides non-biased information on what R.T.I. is. I was able to take the information back to my staff so we can plan our R.T.I. model based on this book. It is easy to read and also provides useful websites.