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

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 IDEA 2004. Presented are the theoretical and empirical foundations of the approach and a clear, 10-step model for conducting RTI procedures with students, including those from diverse backgrounds, who are experiencing learning difficulties. Helpful reproducibles include 11 worksheets and more than two dozen overhead transparency masters, in a large-size format with lay-flat binding to facilitate photocopying.

Table of Contents:
Introduction: What is Response to Intervention (RTI)? NCLB, IDEA, and RTI: Linkages Across National Education Policies. RTI Instead of Discrepancy Models. Evidence-based Interventions. Single-subject Experimental Design. Single-subject Research and RTI: A Natural Collaboration. Using RTI Procedures for Assessment of Academic Difficulties. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion. Using RTI Procedures as Part of Special Education Eligibility Decision Making. RTI Reports: Formal Evidence of Student Progress. Training Educators to Use RTI Methods. Frequently Asked Questions... and Our Best Responses: Some Conclusions about RTI.

About the Author :
Rachel Brown-Chidsey, PhD, and Mark W. Steege, PhD, both at: School Psychology Program, University of Southern Maine, Gorham, ME

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, USA