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...
Gespeichert in:
| Körperschaft: | |
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| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif. :
Corwin Press,
©2010.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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]. |
| Beschreibung: | "A joint publication, National Association of School Psychologists." |
| Beschreibung: | 1 online resource (xvi, 229 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 215-224) and index. |
| ISBN: | 9781452209227 1452209227 9781452272399 1452272395 |
Internformat
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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 | ||
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| 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. | ||
| 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) |0 http://id.loc.gov/authorities/subjects/sh2010004033 | |
| 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 | |
| 650 | 7 | |a Problem children |x Education |2 fast | |
| 650 | 7 | |a Remedial teaching |2 fast | |
| 650 | 7 | |a Response to intervention (Learning disabled children) |2 fast | |
| 650 | 7 | |a School failure |x Prevention |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 655 | 7 | |a Case studies |2 fast | |
| 700 | 1 | |a Hunley, Sawyer A. | |
| 700 | 1 | |a McNamara, Kathy. | |
| 710 | 2 | |a National Association of School Psychologists. |0 http://id.loc.gov/authorities/names/n50065501 | |
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| 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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Datensatz im Suchindex
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| _version_ | 1816882203483701248 |
| adam_text | |
| any_adam_object | |
| author2 | Hunley, Sawyer A. McNamara, Kathy |
| author2_role | |
| author2_variant | s a h sa sah k m km |
| author_corporate | National Association of School Psychologists |
| author_corporate_role | |
| author_facet | Hunley, Sawyer A. McNamara, Kathy National Association of School Psychologists |
| author_sort | Hunley, Sawyer A. |
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| callnumber-first | L - Education |
| callnumber-label | LC4802 |
| callnumber-raw | LC4802 .T54 2010eb |
| callnumber-search | LC4802 .T54 2010eb |
| callnumber-sort | LC 44802 T54 42010EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Introduction to RTI and the case study model. Context and history ; The response to intervention process ; The case study model and prereferral intervention -- Assessment principles and practices. Assessment methods ; Assessment at tier 1 ; Assessment at tier 2 ; Assessing behavior -- Facilitating response to intervention in schools. School psychologist as systems change agent ; Evaluating the system ; Goal setting ; RTI implementation -- 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 -- Problem analysis. Generating hypotheses ; Primary and secondary dependent variables ; Types of hypotheses ; Intervention selection ; Hypothesis testing -- Single-case design. Single-case design and hypothesis testing ; Single-case design and progress monitoring ; Choosing a single-case design -- 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 -- 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 -- Program evaluation. Case study structure ; Case study rubric ; Case study : Morgan ; Case study : Reggie ; Evaluation of school psychology services and programs ; Case study fidelity ; Goal-attainment scaling. |
| ctrlnum | (OCoLC)806034390 |
| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9 |
| dewey-search | 371.9 |
| dewey-sort | 3371.9 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre | Case studies fast |
| genre_facet | Case studies |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-ocn806034390 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:24:53Z |
| institution | BVB |
| institution_GND | http://id.loc.gov/authorities/names/n50065501 |
| isbn | 9781452209227 1452209227 9781452272399 1452272395 |
| language | English |
| oclc_num | 806034390 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xvi, 229 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Corwin Press, |
| record_format | marc |
| spelling | Tier 3 of the RTI model : problem solving through a case study approach / Sawyer Hunley, Kathy McNamara. Tier three of the RTI model Thousand Oaks, Calif. : Corwin Press, ©2010. 1 online resource (xvi, 229 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier "A joint publication, National Association of School Psychologists." Includes bibliographical references (pages 215-224) and index. 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]. 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. Print version record. English. 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) http://id.loc.gov/authorities/subjects/sh2010004033 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. bisacsh Behavior disorders in children Treatment fast Problem children Education fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure Prevention fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Case studies fast Hunley, Sawyer A. McNamara, Kathy. National Association of School Psychologists. http://id.loc.gov/authorities/names/n50065501 has work: Tier 3 of the RTI model (Text) https://id.oclc.org/worldcat/entity/E39PCGbcJWcKYR9FkqmRxRFvpd https://id.oclc.org/worldcat/ontology/hasWork Print version: Tier 3 of the RTI model. Thousand Oaks, Calif. : Corwin Press, ©2010 9781412953313 (DLC) 2009019910 (OCoLC)317927701 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=473690 Volltext |
| spellingShingle | Tier 3 of the RTI model : problem solving through a case study approach / Introduction to RTI and the case study model. Context and history ; The response to intervention process ; The case study model and prereferral intervention -- Assessment principles and practices. Assessment methods ; Assessment at tier 1 ; Assessment at tier 2 ; Assessing behavior -- Facilitating response to intervention in schools. School psychologist as systems change agent ; Evaluating the system ; Goal setting ; RTI implementation -- 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 -- Problem analysis. Generating hypotheses ; Primary and secondary dependent variables ; Types of hypotheses ; Intervention selection ; Hypothesis testing -- Single-case design. Single-case design and hypothesis testing ; Single-case design and progress monitoring ; Choosing a single-case design -- 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 -- 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 -- Program evaluation. Case study structure ; Case study rubric ; Case study : Morgan ; Case study : Reggie ; Evaluation of school psychology services and programs ; Case study fidelity ; Goal-attainment scaling. 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) http://id.loc.gov/authorities/subjects/sh2010004033 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. bisacsh Behavior disorders in children Treatment fast Problem children Education fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure Prevention fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2010004033 |
| title | Tier 3 of the RTI model : problem solving through a case study approach / |
| title_alt | Tier three of the RTI model Introduction to RTI and the case study model. Context and history ; The response to intervention process ; The case study model and prereferral intervention -- Assessment principles and practices. Assessment methods ; Assessment at tier 1 ; Assessment at tier 2 ; Assessing behavior -- Facilitating response to intervention in schools. School psychologist as systems change agent ; Evaluating the system ; Goal setting ; RTI implementation -- 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 -- Problem analysis. Generating hypotheses ; Primary and secondary dependent variables ; Types of hypotheses ; Intervention selection ; Hypothesis testing -- Single-case design. Single-case design and hypothesis testing ; Single-case design and progress monitoring ; Choosing a single-case design -- 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 -- 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 -- Program evaluation. Case study structure ; Case study rubric ; Case study : Morgan ; Case study : Reggie ; Evaluation of school psychology services and programs ; Case study fidelity ; Goal-attainment scaling. |
| title_auth | Tier 3 of the RTI model : problem solving through a case study approach / |
| title_exact_search | Tier 3 of the RTI model : problem solving through a case study approach / |
| title_full | Tier 3 of the RTI model : problem solving through a case study approach / Sawyer Hunley, Kathy McNamara. |
| title_fullStr | Tier 3 of the RTI model : problem solving through a case study approach / Sawyer Hunley, Kathy McNamara. |
| title_full_unstemmed | Tier 3 of the RTI model : problem solving through a case study approach / Sawyer Hunley, Kathy McNamara. |
| title_short | Tier 3 of the RTI model : |
| title_sort | tier 3 of the rti model problem solving through a case study approach |
| title_sub | problem solving through a case study approach / |
| topic | 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) http://id.loc.gov/authorities/subjects/sh2010004033 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. bisacsh Behavior disorders in children Treatment fast Problem children Education fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure Prevention fast |
| topic_facet | 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 |
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