Essentials of Response to Intervention E-Book

Amanda M. VanDerHeyden

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: Essentials of Psychological Assessment
• Sprache: Englisch

Seitenzahl: 299

Veröffentlichungsjahr: 2010

Beschreibung

Quickly acquire the knowledge and skills you need to accurately and effectively implement Response to Intervention (RTI) programs As adoption of the RTI model grows, professionals such as educational diagnosticians, school psychologists, general and special education teachers, and school administrators are eager to find resources that describe the theory behind it and provide useful guidelines for its effective implementation. Packaged in the user-friendly Essentials series format, and authored by two RTI experts, Essentials of Response to Intervention provides just that resource. This book offers a concise overview of the features of RTI, instruction for its implementation, and post-implementation guidelines for assessing whether a program has been effective. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health practitioners, and those in training, quickly acquire the psychoeducational assessment knowledge and skills they need. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered. Complete with a Foreword by Jim Ysseldyke, Essentials of Response to Intervention offers rich and up-to-date information on obtaining meaningful data for decision making, evaluation of the research base for RTI, and clinical applications of RTI. Other titles in the Essentials of Psychological Assessment series: Essentials of WISC-IV Assessment, Second Edition Essentials of Cross-Battery Assessment, Second Edition Essentials of Evidence-Based Academic Interventions Essentials of WJ IIITM Cognitive Abilities Assessment Essentials of WJ IIITM Tests of Achievement Assessment Essentials of WIAT-III and KTEA-II Assessment Essentials of Processing Assessment Essentials of Assessment Report Writing

Leseprobe

Table of Contents

Title Page

Copyright Page

Dedication

Foreword

REFERENCES

SERIES PREFACE

VOLUME PREFACE

One - OVERVIEW OF RESPONSE TO INTERVENTION

EMPIRICAL ROOTS OF RTI

POSITIVE FINDINGS OF EARLY RESEARCH

RTI DEFINITION AND PURPOSE

EARLY IMPLEMENTATION MODELS

CURRENT PRACTICE AND RESEARCH

SUMMARY

Two - HOW TO IMPLEMENT RTI

OBTAINING AND INTERPRETING UNIVERSAL SCREENING DATA

EVALUATING TIER I INSTRUCTION EFFECTS AND BOLSTERING AS NEEDED

PLANNING AND IMPLEMENTING TIER 2 INTERVENTIONS

EVALUATING TIER 2 INTERVENTION EFFECTS AND BOLSTERING AS NEEDED

PLANNING AND IMPLEMENTING TIER 3 INTERVENTIONS

EVALUATING TIER 3 INTERVENTION EFFECTS AND BOLSTERING AS NEEDED

LINKING RTI DATA TO RESOURCE ALLOCATION DECISIONS AND DIAGNOSTIC DECISION MAKING

Three - HOW TO OBTAIN MEANINGFUL DATA FOR DECISION MAKING: RETHINKING TECHNICAL ADEQUACY

CONDITIONAL PROBABILITIES

CLASSIFICATION AGREEMENTS

DERIVATION OF DECISION RULES OR CUT POINTS

SOURCES OF ERROR IN RTI: CHARACTERISTICS OF THE UNDERLYING DATA SET THAT AFFECT ...

RELIABLE AND CONTEXTUALIZED DEPENDENT VARIABLE MEASUREMENT

INTERVENTION

ACCURACY OR FIDELITY OF DATA-BASED DECISION MAKING

RECOMMENDATIONS FOR TECHNICALLY ADEQUATE SCREENING

RECOMMENDATIONS FOR INTERVENTION IMPLEMENTATION

RECOMMENDATIONS FOR EVALUATING RELIABILITY OF DECISIONS

RECOMMENDATIONS FOR EVALUATING STUDENT LEARNING OUTCOMES AT THE INDIVIDUAL, ...

Four - HOW TO INTERPRET RTI DATA

WHICH STUDENTS REQUIRE ADDITIONAL REMEDIATION?

CLASS-WIDE PROBLEMS

CATEGORY OF DIFFICULTY

CAUSAL VARIABLE

PROGRESS MONITORING

SUMMARY

Five - EVALUATING THE RESEARCH BASE FOR RTI

LEVEL I: SOUND THEORETICAL BASIS

LEVEL II: DEMONSTRATED EFFECTIVENESS

LEVEL III: CONSISTENT IMPLEMENTATION

STRENGTHS AND WEAKNESSES

SUMMARY

Six - CLINICAL APPLICATIONS OF RTI

COMMON CHALLENGES RTI CAN BE USED TO ADDRESS

IDENTIFICATION OF SPECIFIC LEARNING DISABILITIES USING RTI

SUMMARY

Seven - CASE REPORT ILLUSTRATIONS

CASE EXAMPLE: SUCCESSFUL CLASS-WIDE INTERVENTION FOR MATHEMATICS

CASE EXAMPLE: TIER 3 SUCCESSFUL AND UNSUCCESSFUL INTERVENTION

CASE EXAMPLE: SUCCESSFUL TIER 2 INTERVENTION AND A TIER 3 INTERVENTION FOR ONE STUDENT

CASE EXAMPLE: IMPLEMENTATION INTEGRITY OF PROBLEM-SOLVING TEAM

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E - MONITORING TIER 2 INTERVENTION

Appendix F - Screening Integrity Protocol

AUTHORS’ NOTE

REFERENCES

Annotated Bibliography

Index

About the Authors

Essentials of Psychological Assessment Series

Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Essentials of 16 PF ® Assessmentby Heather E.-P. Cattell and James M. Schuerger

Essentials of Assessment Report Writingby Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman

Essentials of Assessment with Brief Intelligence Testsby Susan R. Homack and Cecil R. Reynolds

Essentials of Bayley Scales of Infant Development-IIAssessmentby Maureen M. Black and Kathleen Matula

Essentials of Behavioral Assessmentby Michael C. Ramsay, Cecil R. Reynolds, and R. W. Kamphaus

Essentials of Career Interest Assessmentby Jeffrey P. Prince and Lisa J. Heiser

Essentials of CAS Assessmentby Jack A. Naglieri

Essentials of Cognitive Assessment with KAIT and Other Kaufman Measurescby Elizabeth O. Lichtenberger, Debra Broadbooks, and Alan S. Kaufman

Essentials of Conners Behavior Assessments™by Elizabeth P. Sparrow

Essentials of Creativity Assessmentby James C. Kaufman, Jonathan A. Plucker, and John Baer

Essentials of Cross-Battery Assessment, Second Editionby Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso

Essentials of DAS-II ® Assessmentby Ron Dumont, John O. Willis, and Colin D. Elliot

Essentials of Evidence-Based Academic Interventionsby Barbara J. Wendling and Nancy Mather

Essentials of Forensic Psychological Assessment, Second Editionby Marc J. Ackerman

Essentials of Individual Achievement Assessmentby Douglas K. Smith

Essentials of KABC-II Assessmentby Alan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher-Janzen, and Nadeen L. Kaufman

Essentials of Millon™ Inventories Assessment, Third Editionby Stephen Strack

Essentials of MMPI-A™ Assessmentby Robert P. Archer and Radhika Krishnamurthy

Essentials of MMPI-2™ Assessmentby David S. Nichols

Essentials of Myers-Briggs Type Indicator® Assessment, Second Editionby Naomi Quenk

Essentials of NEPSY ®-II Assessmentby Sally L. Kemp and Marit Korkman

Essentials of Neuropsychological Assessment, Second Editionby Nancy Hebben and William Milberg

Essentials of Nonverbal Assessmentby Steve McCallum, Bruce Bracken, and John Wasserman

Essentials of PAI ® Assessmentby Leslie C. Morey

Essentials of Processing Assessmentby Milton J. Dehn

Essentials of Response to Interventionby Amanda M. VanDerHeyden and Matthew K. Burns

Essentials of Rorschach® Assessmentby Tara Rose, Nancy Kaser-Boyd, and Michael P. Maloney

Essentials of School Neuropsychological Assessmentby Daniel C. Miller

Essentials of Stanford-Binet Intelligence Scales (SB5)Assessmentby Gale H. Roid and R. Andrew Barram

Essentials of TAT and Other Storytelling Assessments, SecondEditionby Hedwig Teglasi

Essentials of Temperament Assessment by Diana Joyce

Essentials of WAIS ®-IV Assessmentby Elizabeth O. Lichtenberger and Alan S. Kaufman

Essentials of WIAT ®-III and KTEA-II Assessmentby Elizabeth O. Lichtenberger and Kristina C. Breaux

Essentials of WISC-III ® and WPPSI-R® Assessmentby Alan S. Kaufman and Elizabeth O. Lichtenberger

Essentials of WISC ®-IV Assessment, Second Editionby Dawn P. Flanagan and Alan S. Kaufman

Essentials of WJ III ™ Cognitive Abilities Assessmentby Fredrick A. Schrank, Dawn P. Flanagan, Richard W. Woodcock, and Jennifer T. Mascolo

Essentials of WJ III ™ Tests of Achievement Assessmentby Nancy Mather, Barbara J. Wendling, and Richard W. Woodcock

Essentials ofWMS ®-III Assessmentby Elizabeth O. Lichtenberger, Alan S. Kaufman, and Zona C. Lai

Essentials of WNV ™ Assessmentby Kimberly A. Brunnert, Jack A. Naglieri, and Steven T. Hardy-Braz

Essentials ofWPPSI ™ -III Assessmentby Elizabeth O. Lichtenberger and Alan S. Kaufman

Essentials of WRAML2 and TOMAL-2 Assessmentby Wayne Adams and Cecil R. Reynolds

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Library of Congress Cataloging-in-Publication Data

VanDerHeyden, Amanda Mathany.

Essentials of response to intervention/Amanda VanDerHeyden, Matthew K. Burns.

p. cm.—(Essentials of psychological assessment series)

Includes bibliographical references and index.

eISBN : 978-0-470-59977-8

1. Educational evaluation—United States. 2. Psychological tests for children—United States. 3. Educational tests and measurement—United States. I. Burns, Matthew K. II. Title.

LB2822.75.V373 2010

379.1’58—dc22

2009038787

We dedicate this book to the countless children with whom we have worked over the years and their teachers whose instructional efforts were reinforced by their student’s successful learning.

Asa Hilliard wrote:

The risk for our children in school is not a risk associated with their intelligence. Our failures have nothing to do with IQ, nothing to do with race, nothing to do with language, nothing to do with style, nothing to do with the development of unique and differentiated special pedagogies, nothing to do with the children’s families. All of these are red herrings. The study of them may ultimately lead to some greater insight into the instructional process, but at present, they serve to distract attention from the fundamental problem facing us today. We have one and only one problem: Do we truly will to see each and every child in this nation develop to the peak of his or her capacities? (p. 36, 1991).

We have been privileged to work with those who do have this will. Dr. VanDerHeyden would like to thank her best teachers: John Carruth, Calvin Baker, Laurie Emery, and Debbie Hedgepeth of Vail Unified School District, Joe Witt, Pat Snyder, and Chad, Ben, and Kate VanDerHeyden. Dr. Burns thanks James Tucker for teaching him; Katie Haegele, Becky Limm, David Parker, Shawna Peterson, and Sarah Scholin for learning with him; the staffs at Newport, Skyview, Park, and West Elementary Schools for letting him work in their buildings; and Mary Beth, Matthew, and Kate Burns for inspiring him.

Hilliard, A. (1991). Do we have the will to educate all children? Educational Leadership, 49, 31-36.

FOREWORD

In the “old days,” we called it diagnostic-prescriptive teaching. It evolved to diagnostic teaching, problem solving, intervention assistance, and eventually response to intervention (RtI). In the most recent rendition of Individuals with Disabilities Education Act (IDEA, 2004), RtI became legitimized as an alternative to the discrepancy model in identification of students with learning disabilities. So, what is this thing? Let’s take a look at the multiple origins of RtI and at the multiple ways in which it is envisioned as a way of setting the stage for learning about the essentials of RtI.

Initially, diagnostic-prescriptive teaching involved administering tests and prescribing instructional interventions based on student performance on those tests. Although professionals did so in many ways, a major thrust was conducting profile analyses of student performance on one or more tests and designing instruction to maximize strengths and remediate or compensate for weaknesses. Professionals sought aptitude by treatment interactions and “diagnostic rules” for teaching specific types (or subtypes) of learners. As the diagnostic rules fell apart—that is, they did not work with much reliability—the use of tests in the diagnostic decision-making practice diminished, and people talked more about “diagnostic teaching.” The general idea was that one could use data on actual student performance during instruction to answer the question (phrased here in Minnesotan language) “So how’s it going there then?” for individual students. Sometimes the question was about progress toward short-term goals; at other times, it was toward general outcomes. Parents and teachers argued that they had a right and a need to know the extent to which students were profiting from their schooling experiences, and teachers specifically argued that they needed diagnostic information that would maximally inform instruction. And, teachers argued, the information provided by annual standardized tests was too little and too late.