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Effective School Interventions, Third Edition
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Table of Contents

I. The Intervention Assistance Approach to Improving Student Outcomes
1. Introduction
2. Using Evidence-Based Interventions to Enhance Student Outcomes
3. Important Skills for Intervention Success
II. Evidence-Based School Interventions
4. Interventions to Improve Academic Performance
5. Interventions to Improve Social Behavior
6. Interventions to Improve Outcomes for Preschool Children
References
Index

About the Author

Matthew K. Burns, PhD, is Associate Dean for Research and Professor of School Psychology in the College of Education at the University of Missouri-Columbia. He is a past editor of School Psychology Review and Assessment for Effective Intervention. His research focuses on the use of assessment data to determine individual or small-group interventions. Dr. Burns served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years. He has published over 175 articles, book chapters, and books, most related to response to intervention, academic interventions, and facilitating problem-solving teams. T. Chris Riley-Tillman, PhD, is Professor and Chair of the Department of Educational, School and Counseling Psychology at the University of Missouri-Columbia. He is a senior advisor for the National Center on Intensive Intervention and the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website that features evidence-based intervention and assessment resources for educational professionals. Dr. Riley-Tillman has published over 100 articles and 6 books focusing on evidence-based practice in schools and is editor of The Guilford Practical Intervention in the Schools Series. He is a Fellow of Division 16 (School Psychology) of the American Psychological Association and a member of the Society for the Study of School Psychology. Natalie Rathvon, PhD, now retired, was Assistant Clinical Professor of Psychology at The George Washington University, where she supervised graduate students in school-based placements. A former teacher, guidance director, counselor educator, and psychologist in private practice, she has provided consultation and professional development to schools and agencies in assessment and accountability, reading, problem-solving teams, and school interventions. Dr. Rathvon has published several books for professionals and parents.

Reviews

"Detailed and practical, this is an excellent go-to resource for all professionals who assist with the design and delivery of strategies to improve academic and behavioral outcomes for struggling students. The book includes an overview of key factors to consider when planning intervention assistance, and it offers a comprehensive set of evidence-based school interventions. This is a very user-friendly, student-focused work that will help school personnel ensure their students are being provided with research-supported practices. I am eager to introduce this text into the teacher preparation program at my university."--Christopher J. Lemons, PhD, Department of Special Education, Peabody College of Vanderbilt University

"This timely guidebook pulls together the expansive wisdom of three scholars of evidence-based school interventions and shares it in a highly usable format. Whether you are part of an intervention assistance team at your school site, a district leader, or a future educator or psychologist preparing to work with students, these strategies are just what you need to promote success in behavior or academics. As a university-based researcher who prioritizes collaboration with PreK-12 educators, I know that I will call on this third edition in many ways as I prepare teachers, interact with school-based assistance teams, and help school leaders to design more effective structures for multi-tiered systems of support. Having all of this information in one book has saved me many, many hours of extra work!"--Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota

"The Prologue notes that this book was born out of a school psychology trainee's question: 'What do I do after I'm done listening to the teacher?' Prior editions have answered this question for tens of thousands of trainees and practitioners. The third edition continues to be one of the most important books in education and school psychology--it genuinely bridges the research-to-practice gap and provides interventions for real teachers, schools, and kids. I devoured this book in two sittings. I have used prior editions in teaching for the last 14 years, and am excited to make the third edition required reading for all of my first-year school psychology students and teacher trainees."--Rebecca S. MartA-nez, PhD, School Psychology Program, Indiana University Bloomington

"As a school-based practitioner, I am continually looking for ways to stay up to date with the latest research and developments in the field, as well as to assist my teams of teachers and intervention specialists with practical, evidence-based instructional strategies they can begin using immediately. The third edition of this easy-to-read book is precisely what any school psychologist or educational consultant needs to have in his or her toolbox. The book's structure and level of detail will make determining instructional match and documenting the fidelity of implementation much more efficient for myself and my teams. I will definitely keep this book handy to utilize during my problem-solving meetings in schools."--Jane E. Sturgell, MA, SPsyS, NCSP, school psychologist and district MTSS consultant, Fraser Public Schools, Michigan

"An excellent resource for anyone interested in improving how academic and behavioral interventions are implemented within an MTSS. This book is unique in the way it digestibly explains complex learning theory and research while also providing ready-to-apply lessons and strategies for practitioners. This 'cookbook of interventions' is worthwhile reading for practicing and preservice special educators, interventionists, and school psychologists, as well as others on MTSS teams."--Rebecca Zumeta Edmonds, PhD, Co-Director, National Center on Intensive Intervention, American Institutes for Research

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