Tier 3 of the RTI model : problem solving through a case study approach /

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Response to intervention (RTI) is a three-tiered framework that helps all students by providing targeted interventions at increasing levels of intensity. With step-by-step guidelines for Grades K-12, this resource demonstrates how to develop a specific case study for students who are struggling in t...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor Corporativo: National Association of School Psychologists
Otros Autores: Hunley, Sawyer A., McNamara, Kathy
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks, Calif. : Corwin Press, ©2010.
Temas:
Problem children > Education > United States > Case studies.
Remedial teaching > United States > Case studies.
School failure > United States > Prevention > Case studies.
Behavior disorders in children > Treatment > United States > Case studies.
Response to intervention (Learning disabled children)
Enseignement correctif > États-Unis > Études de cas.
Troubles du comportement chez l'enfant > Traitement > États-Unis > Études de cas.
Réponse à l'intervention (Enfants en difficulté d'apprentissage)
EDUCATION > Special Education > Learning Disabilities.
Behavior disorders in children > Treatment
Problem children > Education
Remedial teaching
School failure > Prevention
United States
Case studies
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 1. Introduction to RTI and the case study model. Context and history ; The response to intervention process ; The case study model and prereferral intervention
  • 2. Assessment principles and practices. Assessment methods ; Assessment at tier 1 ; Assessment at tier 2 ; Assessing behavior
  • 3. Facilitating response to intervention in schools. School psychologist as systems change agent ; Evaluating the system ; Goal setting ; RTI implementation
  • 4. Problem identification. Tier 1 ; Tier 2 ; Tier 3 ; Behavioral definition of the problem ; Problem certification : establishing the severity of the discrepancy between actual and expected performance ; Formulating intervention goals ; Planning data-collection activities for baseline measurement and progress monitoring ; Assessment of factors related to the problem
  • 5. Problem analysis. Generating hypotheses ; Primary and secondary dependent variables ; Types of hypotheses ; Intervention selection ; Hypothesis testing
  • 6. Single-case design. Single-case design and hypothesis testing ; Single-case design and progress monitoring ; Choosing a single-case design
  • 7. Intervention. Selecting research-based interventions ; Intervention integrity ; Linking interventions to hypotheses ; Characteristics of effective academic interventions ; Characteristics of effective behavioral interventions ; Targets of intervention
  • 8. Evaluating case study outcomes. Visual analysis ; Conducting visual analyses ; Magnitude of change ; Choosing, calculating, and interpreting effect sizes ; Quality of the outcome : goal-attainment scaling ; Choosing evaluation methods and judging outcomes
  • 9. Using the case study to determine special education eligibility. Disability versus eligibility determination ; Responsiveness versus resistance ; Using case study information for special education eligibility determination ; RTI and specific learning disabilities ; Decision making in eligibility determination ; Technical adequacy of decision-making practices ; Eligibility decisions
  • 10. Program evaluation. Case study structure ; Case study rubric ; Case study : Morgan ; Case study : Reggie ; Evaluation of school psychology services and programs ; Case study fidelity ; Intervention integrity ; Magnitude of change ; Goal-attainment scaling.

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