Author: Ryan T. Kieffer
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 165
Get Book Here
Book Description
The purpose of this qualitative case study was to examine teachers' perceptions of treatment integrity measures within a Response to Intervention (RTI) framework for reading. Direct observations and teacher self-reports were the two methods of measuring treatment integrity investigated. Further research on treatment integrity is warranted, especially as Pennsylvania school districts begin to implement RTI as a means for special education eligibility purposes. Districts cannot guarantee what they do not monitor (Schmoker, 2006). As a result, in order to ensure the implementation of interventions when considering a student's eligibility for a specific learning disability (SLD), the need to develop fidelity measures and a system of measuring treatment integrity is pivotal (Cochrane & Castle, 2006; Kovaleski & Prasse, 2004). Sanetti and Kratochwill (2009) noted interventions within an RTI framework must be implemented with high treatment integrity and documented or else this latest initiative will be in jeopardy of resorting back to the traditional practice of the IQ-Achievement discrepancy and students having to wait to fail before benefiting from special education services. The current study theorized that understanding teachers' perceptions of RTI and their insights on various treatment integrity measures may increase the acceptability and utilization of fidelity checks, resulting in possibly higher intervention integrity and the potential for greater student outcomes. Analysis of the data revealed participants' overall positive perceptions of using an RTI framework for reading. Similarly, participants' perceived both the direct observations and self-reports as adequate methods of assessing fidelity within an RTI framework. Six factors of assessing treatment integrity emerged which contributed to better acceptability and sustainability from teachers.
Author: Shane R. Jimerson
Publisher: Springer Science & Business Media
ISBN: 0387490531
Category : Psychology
Languages : en
Pages : 467
Get Book Here
Book Description
Until now, practitioners have had access to few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In this comprehensive volume, more than 90 expert scholars and practitioners provide a guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills.
Author: Tina Giambattista
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 75
Get Book Here
Book Description
This study examined teacher perceptions of the Response to Intervention model implemented throughout three school districts in the state of Pennsylvania. Response to Intervention (RTI) emerged as an approach to instruction, to identify and support students who were at risk for school failure. This model was designed to provide effective interventions for students who demonstrated need in the content area of reading. This study was conducted to analyze teacher perceptions of the effectiveness of this intervention model. This research study includes feedback provided from teachers from three suburban school districts, similar in size, in Montgomery County, Pennsylvania. Within each district selected for the study, teachers were selected from two elementary schools to participate in this study. Additionally, the group of teacher participants was randomly selected and included both general and special education teachers. The research instrument used for this qualitative study included a teacher questionnaire that was delivered to the participants through an online survey. The data analyzed in this study provide insight regarding teacher perceptions related to instructional changes in the classrooms as a result of RTI. With the use of the RTI framework, teachers reported successful outcomes by incorporating high quality instruction and frequent progress monitoring. Teachers were able to provide instructional interventions early and relied on assessment data to support instructional decisions. Teachers also reported using multiple levels of intervention and research-validated practices for core instruction in the classroom.
Author: Lisa M. Hagermoser Sanetti
Publisher: American Psychological Association (APA)
ISBN: 9781433815812
Category : Psychology
Languages : en
Pages : 319
Get Book Here
Book Description
Treatment integrity is the extent to which an intervention is implemented as its originators intended. The book presents the latest thinking on how treatment integrity contributes to evidence-based practice in educational, community, and healthcare settings. Authoritative and up to date, this volume is a much-needed resource for all professionals supervising, providing, or evaluating intervention services, including researchers and practitioners in clinical, counseling, and school psychology; child and adolescent psychiatry; social work; communication disorders; special and general education; program evaluation; and educational leadership.
Author: Daryl F. Mellard
Publisher: Corwin Press
ISBN: 1452208190
Category : Education
Languages : en
Pages : 169
Get Book Here
Book Description
This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.
Author: Rachel Brown-Chidsey
Publisher: Guilford Publications
ISBN: 1462522513
Category : Psychology
Languages : en
Pages : 361
Get Book Here
Book Description
Accessible and comprehensive, this book shows how to build a schoolwide multi-tiered system of support (MTSS) from the ground up. The MTSS framework encompasses tiered systems such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS), and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Author: Lea A. Theodore, PhD
Publisher: Springer Publishing Company
ISBN: 0826127959
Category : Psychology
Languages : en
Pages : 536
Get Book Here
Book Description
A step-by-step resource for treating more than 40 prevalent issues with proven strategies This comprehensive handbook for evidence-based mental health and learning interventions with children and adolescents is distinguished by its explicit yet concise guidance on implementation in practice. With a compendium of proven strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, the book provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems. Busy academics, practitioners, and trainees in schools and outpatient clinical settings will find this resource to be an invaluable desktop reference for facilitating well-informed decision-making. Unlike other volumes that ignore or merely reference the evidence base of various interventions, this book focuses on providing immediate, empirically supported guidance for putting these strategies into direct practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic. Featuring contributions from leading scholars and practitioners on each issue covered, this book will be a valuable resource for child clinical and school psychologists, counselors, social workers, and therapists as well as other health and mental health professionals whose primary practice is with children and adolescents. Key Features: Demonstrates step-by-step, evidence-based interventions for more than 40 common childhood issues Provides treatment procedures that can be immediately put into practice Covers a wide range of mental health and academic/learning issues for children and adolescents Relevance for both school-based and clinically-based practice Includes contributions by noted experts in the field
Author: Melody Tankersley
Publisher: Emerald Group Publishing
ISBN: 1802627391
Category : Education
Languages : en
Pages : 168
Get Book Here
Book Description
The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation.
Author: Ghada H. Griggs
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
Get Book Here
Book Description
Author: Bryan G. Cook
Publisher: Emerald Group Publishing
ISBN: 1781904294
Category : Education
Languages : en
Pages : 300
Get Book Here
Book Description
This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders.
