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Tier 3 of the RTI model : problem solving through a case study approach /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, Calif. :
Corwin Press,
©2010.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Tier 3 of the RTI model : |b problem solving through a case study approach / |c Sawyer Hunley, Kathy McNamara. |
| 246 | 3 | |a Tier three of the RTI model | |
| 260 | |a Thousand Oaks, Calif. : |b Corwin Press, |c ©2010. | ||
| 300 | |a 1 online resource (xvi, 229 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 500 | |a "A joint publication, National Association of School Psychologists." | ||
| 504 | |a Includes bibliographical references (pages 215-224) and index. | ||
| 520 | |a 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 the general classroom.--[book cover]. | ||
| 505 | 0 | 0 | |g 1. |t Introduction to RTI and the case study model. |t Context and history ; |t The response to intervention process ; |t The case study model and prereferral intervention -- |g 2. |t Assessment principles and practices. |t Assessment methods ; |t Assessment at tier 1 ; |t Assessment at tier 2 ; |t Assessing behavior -- |g 3. |t Facilitating response to intervention in schools. |t School psychologist as systems change agent ; |t Evaluating the system ; |t Goal setting ; |t RTI implementation -- |g 4. |t Problem identification. |t Tier 1 ; |t Tier 2 ; |t Tier 3 ; |t Behavioral definition of the problem ; |t Problem certification : establishing the severity of the discrepancy between actual and expected performance ; |t Formulating intervention goals ; |t Planning data-collection activities for baseline measurement and progress monitoring ; |t Assessment of factors related to the problem -- |g 5. |t Problem analysis. |t Generating hypotheses ; |t Primary and secondary dependent variables ; |t Types of hypotheses ; |t Intervention selection ; |t Hypothesis testing -- |g 6. |t Single-case design. |t Single-case design and hypothesis testing ; |t Single-case design and progress monitoring ; |t Choosing a single-case design -- |g 7. |t Intervention. |t Selecting research-based interventions ; |t Intervention integrity ; |t Linking interventions to hypotheses ; |t Characteristics of effective academic interventions ; |t Characteristics of effective behavioral interventions ; |t Targets of intervention -- |t 8. |t Evaluating case study outcomes. |t Visual analysis ; |t Conducting visual analyses ; |t Magnitude of change ; |t Choosing, calculating, and interpreting effect sizes ; |t Quality of the outcome : goal-attainment scaling ; |t Choosing evaluation methods and judging outcomes -- |g 9. |t Using the case study to determine special education eligibility. |t Disability versus eligibility determination ; |t Responsiveness versus resistance ; |t Using case study information for special education eligibility determination ; |t RTI and specific learning disabilities ; |t Decision making in eligibility determination ; |t Technical adequacy of decision-making practices ; |t Eligibility decisions -- |g 10. |t Program evaluation. |t Case study structure ; |t Case study rubric ; |t Case study : Morgan ; |t Case study : Reggie ; |t Evaluation of school psychology services and programs ; |t Case study fidelity ; |t Intervention integrity ; |t Magnitude of change ; |t Goal-attainment scaling. |
| 588 | 0 | |a Print version record. | |
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Problem children |x Education |z United States |v Case studies. | |
| 650 | 0 | |a Remedial teaching |z United States |v Case studies. | |
| 650 | 0 | |a School failure |z United States |x Prevention |v Case studies. | |
| 650 | 0 | |a Behavior disorders in children |x Treatment |z United States |v Case studies. | |
| 650 | 0 | |a Response to intervention (Learning disabled children) | |
| 650 | 6 | |a Enseignement correctif |z États-Unis |v Études de cas. | |
| 650 | 6 | |a Troubles du comportement chez l'enfant |x Traitement |z États-Unis |v Études de cas. | |
| 650 | 6 | |a Réponse à l'intervention (Enfants en difficulté d'apprentissage) | |
| 650 | 7 | |a EDUCATION |x Special Education |x Learning Disabilities. |2 bisacsh | |
| 650 | 7 | |a Behavior disorders in children |x Treatment. |2 fast |0 (OCoLC)fst00829908 | |
| 650 | 7 | |a Problem children |x Education. |2 fast |0 (OCoLC)fst01077841 | |
| 650 | 7 | |a Remedial teaching. |2 fast |0 (OCoLC)fst01094408 | |
| 650 | 7 | |a Response to intervention (Learning disabled children) |2 fast |0 (OCoLC)fst01762233 | |
| 650 | 7 | |a School failure |x Prevention. |2 fast |0 (OCoLC)fst01107414 | |
| 651 | 7 | |a United States. |2 fast |0 (OCoLC)fst01204155 | |
| 655 | 7 | |a Case studies. |2 fast |0 (OCoLC)fst01423765 | |
| 700 | 1 | |a Hunley, Sawyer A. | |
| 700 | 1 | |a McNamara, Kathy. | |
| 710 | 2 | |a National Association of School Psychologists. | |
| 776 | 0 | 8 | |i Print version: |t Tier 3 of the RTI model. |d Thousand Oaks, Calif. : Corwin Press, ©2010 |z 9781412953313 |w (DLC) 2009019910 |w (OCoLC)317927701 |
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