Cantitate/Preț
Produs
Total produse
Vezi coșul
The RTI Approach to Evaluating Learning Disabilities, Second Edition de Joseph F. Kovaleski

The RTI Approach to Evaluating Learning Disabilities, Second Edition: The Guilford Practical Intervention in the Schools Series

Autor Joseph F. Kovaleski, Amanda M. VanDerHeyden, Timothy J. Runge, Perry A. Zirkel, Edward S. Shapiro
en Limba Engleză Hardback – 15 dec 2022

Considerăm că The RTI Approach to Evaluating Learning Disabilities, Second Edition reprezintă o resursă indispensabilă pentru alinierea practicilor educaționale la standardele contemporane de certificare și acreditare în psihologia școlară. Această a doua ediție, revizuită și extinsă, pune un accent sporit pe optimizarea mediului de instruire în contextul sistemelor de suport pe mai multe niveluri (MTSS). Relevanța sa pentru examenele de specialitate și pentru practica clinică este susținută de integrarea procedurilor de screening academic cu protocoalele de identificare a dizabilităților de învățare.

Suntem de părere că structura logică a volumului facilitează o progresie clară: primele capitole stabilesc limitele legale și istorice ale RTI, în timp ce capitolele centrale oferă metodologii aplicate pentru evaluarea rezultatelor inadecvate și a receptivității la intervenție. Un element distinctiv al acestei ediții este dedicarea unor capitole separate pentru citit, scriere și matematică, oferind astfel o granularitate pe care puține alte lucrări o ating. The RTI Approach to Evaluating Learning Disabilities, Second Edition completează perspectiva oferită de Identification and Evaluation of Learning Disabilities, adăugând un cadru procedural mult mai riguros bazat pe datele de intervenție, față de abordarea generală a eligibilității.

În contextul operei autorilor, lucrarea se raportează direct la principiile din The Data-Driven School, extinzând utilizarea datelor de la procesul decizional colaborativ la evaluarea formală pentru educația specială. Stilul este unul precis, orientat spre practică, eliminând ambiguitățile prin includerea unor exemple de caz și a unor instrumente reproductibile, esențiale pentru psihologii școlari și administratorii care doresc să implementeze un model RTI robust și legal.

Citește tot Restrânge

Din seria The Guilford Practical Intervention in the Schools Series

  • The Data-Driven School: Collaborating to Improve Student Outcomes
    Preț: 28534 lei
  • 15% DBT Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)
    Preț: 42786 lei
  • Family-School Collaboration in Multi-Tiered Systems of Support
    Preț: 26862 lei
  • Response to Intervention, Second Edition: Principles and Strategies for Effective Practice
    Preț: 33846 lei
  • Social Justice in Schools: A Framework for Equity in Education
    Preț: 25901 lei
  • School Crisis Intervention: An Essential Guide for Practitioners
    Preț: 32047 lei
  • Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions
    Preț: 33994 lei
  • Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies
    Preț: 26381 lei
  • Overcoming Test Anxiety: Tools to Support Students from Early Adolescence to Adulthood
    Preț: 26498 lei
  • Family-School Success for Children with ADHD: A Guide for Intervention
    Preț: 29174 lei
  • Executive Skills in Children and Adolescents, Third Edition: A Practical Guide to Assessment and Intervention
    Preț: 36240 lei
  • Effective Math Interventions: A Guide to Improving Whole-Number Knowledge
    Preț: 30508 lei
  • Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS
    Preț: 40206 lei
  • Evaluating Educational Interventions, Second Edition: Single-Case Design for Measuring Response to Intervention
    Preț: 26467 lei
  • Social, Emotional, and Behavioral Supports in Schools: Linking Assessment to Tier 2 Intervention
    Preț: 25752 lei
  • Social and Emotional Learning in the Classroom, Second Edition: Promoting Mental Health and Academic Success
    Preț: 30603 lei
  • Conducting School-Based Functional Behavioral Assessments, Third Edition: A Practitioner's Guide
    Preț: 34512 lei
  • The ABCs of CBM, Second Edition: A Practical Guide to Curriculum-Based Measurement
    Preț: 37832 lei
  • Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1
    Preț: 26477 lei
  • Clinical Interviews for Children and Adolescents, Third Edition: Assessment to Intervention
    Preț: 34538 lei
  • Coaching Students with Executive Skills Challenges, Second Edition
    Preț: 29585 lei
  • Promoting Student Happiness: Positive Psychology Interventions in Schools
    Preț: 34483 lei
  • Motivating Elementary Students to Self-Monitor and Regulate Their Behavior: The SMARTS Program for Tiers 2 and 3
    Preț: 24791 lei
  • Responding to Problem Behavior in Schools, Third Edition: The Check-In, Check-Out Intervention
    Preț: 32943 lei
  • The RTI Approach to Evaluating Learning Disabilities, Second Edition
    Preț: 30553 lei
  • The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making
    Preț: 29560 lei
  • Classwide Positive Behavioral Interventions and Supports, Second Edition: A Guide to Proactive Classroom Management
    Preț: 29972 lei
  • Implementing Classwide PBIS: A Guide to Supporting Teachers
    Preț: 28890 lei
  • Safe and Healthy Schools, Second Edition: Practical Prevention Strategies
    Preț: 29258 lei
  • Effective Bullying Prevention: A Comprehensive Schoolwide Approach
    Preț: 28141 lei
  • School-Based Behavioral Assessment, Second Edition: Informing Prevention and Intervention
    Preț: 27812 lei
  • nou Brief Counseling in Schools: 40 Techniques for Rapid Change
    Preț: 29344 lei
  • nou Trauma-Informed and Culturally Responsive Practices in Schools: Building a Climate of Compassion
    Preț: 32150 lei
  • Collaborative Home/School Interventions: Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems
    Preț: 34321 lei
  • 16% Helping Students Overcome Social Anxiety: Skills for Academic and Social Success (SASS)
    Preț: 25644 lei
  • 17% Curriculum-Based Assessment for Instructional Design: Using Data to Individualize Instruction
    Preț: 25350 lei
  • 20% Supporting Successful Interventions in Schools: Tools to Plan, Evaluate, and Sustain Effective Implementation
    Preț: 24598 lei
  • 20% High-Impact Assessment Reports for Children and Adolescents: A Consumer-Responsive Approach
    Preț: 23115 lei
  • 20% Dropout Prevention
    Preț: 24262 lei
  • 20% Cognitive Therapy for Adolescents in School Settings
    Preț: 27470 lei
  • 20% Bullying Prevention and Intervention: Realistic Strategies for Schools
    Preț: 27427 lei
  • 21% Motivational Interviewing for Effective Classroom Management: The Classroom Check-Up
    Preț: 27345 lei

Preț: 34958 lei

Preț vechi: 46444 lei
-25%

Puncte Express: 524

Carte indisponibilă temporar


Wish list
Gift list
Am citit!
Adaugă în listă
Doresc să fiu notificat când acest titlu va fi disponibil:
Trimite

Specificații

ISBN-13: 9781462550456
ISBN-10: 1462550452
Pagini: 272
Dimensiuni: 203 x 279 x 23 mm
Greutate: 0.88 kg
Ediția:2nd edition
Editura: Guilford Publications
Colecția Guilford Press
Seria The Guilford Practical Intervention in the Schools Series

De ce să citești această carte

Recomandăm această carte profesioniștilor din educație care au nevoie de un ghid procedural clar pentru identificarea dizabilităților de învățare. Cititorul câștigă acces la metodologii de screening validate și la o interpretare actualizată a legislației educației speciale. Este un instrument de lucru esențial pentru psihologi școlari și evaluatori, oferind fișe și resurse descărcabile care transformă teoria RTI într-o practică eficientă la clasă.

Despre autor

Echipa de autori este formată din lideri recunoscuți în psihologia educațională și legislația școlară. Joseph F. Kovaleski și Amanda M. VanDerHeyden sunt autorități în implementarea modelelor RTI, publicând anterior lucrări fundamentale precum The Data-Driven School. Perry A. Zirkel aduce expertiza juridică necesară pentru navigarea complexității legilor educației speciale, în timp ce Timothy J. Runge și regretatul Edward S. Shapiro au contribuit decisiv la dezvoltarea sistemelor de suport MTSS. Împreună, aceștia oferă o perspectivă multidisciplinară care îmbină rigoarea cercetării cu necesitățile pragmatice ale școlii.

Descriere scurtă

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use.

New to This Edition
*Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations.
*Chapter on best practices in academic screening, including important dos and don'ts.
*Separate chapters on using RTI for reading, written expression, and mathematics.
*Chapter on RTI and special education law, focusing on what practitioners need to know.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Notă biografică

Joseph F. Kovaleski, DEd, NCSP, is Professor Emeritus of Educational and School Psychology at Indiana University of Pennsylvania, where he directed the Doctoral Program in School Psychology. Dr. Kovaleski has worked as a school psychologist and district administrator in school districts in Pennsylvania and New Jersey. He directed Pennsylvania’s Instructional Support Team Project and has served as a university consultant for Pennsylvania’s Response to Intervention and Multi-Tiered System of Support initiatives. Dr. Kovaleski’s special areas of expertise include using student data to inform instructional planning and behavior change programs. He has published a number of articles and book chapters on RTI and data-based decision making and presents frequently at national and state conferences. Dr. Kovaleski is a recipient of awards from the National Association of School Psychologists, the Pennsylvania Psychological Association, the Association of School Psychologists of Pennsylvania, and The Pennsylvania State University.

Amanda M. VanDerHeyden, PhD, a policy adviser and active researcher, is President of Education Research and Consulting in Daphne, Alabama, and has a faculty affiliation with the Wheelock College of Education at Boston University. Widely published, she regularly delivers webinar, panel, and keynote sessions, including addresses to state school psychology associations and departments of education in 35 states, Singapore, China, and Portugal. Dr. VanDerHeyden has authored policy guides and position statements, has developed widely used models of academic screening, conducts innovative research in mathematics screening and progress monitoring, and is the creator of SpringMath. She has served as a panel member for the National Institutes of Health and the Institute of Education Sciences at the U.S. Department of Education, and as an adviser and reviewer for the National Center on Intensive Intervention, the U.S. Agency for International Development, the IRIS Center, the Dyslexia Foundation, the RTI Advisory Board for the National Center for Learning Disabilities, and Amplio Learning.

Timothy J. Runge, PhD, NCSP, BCBA, is Professor in the Department of Psychology at Indiana University of Pennsylvania. Dr. Runge has been a school psychologist in public schools and a consultant for the Pennsylvania Training and Technical Assistance Network. He continues to provide consultative support to schools implementing multi-tiered systems of support for academics and behavior. Dr. Runge is the lead on the statewide evaluation of Pennsylvania’s School-Wide Positive Behavioral Interventions and Supports initiative. His research interests include behavior support at the individual, classroom, and school levels; literacy assessment and instruction; curriculum-based assessment; and measurement of responsiveness to intervention.

Perry A. Zirkel, PhD, JD, LLM, is University Professor Emeritus of Education and Law at Lehigh University, where he formerly was Dean of the College of Education and subsequently held the Iacocca Chair in Education. Dr. Zirkel has done presentations in every state in the United States and has written more than 1,600 publications on various aspects of school law, with an emphasis on legal issues in special education. He writes regular columns for the journal Exceptionality and for Communiqué, the newsletter of the National Association for School Psychologists (NASP). Dr. Zirkel is a recipient of awards from the American Educational Research Association, the Council for Exceptional Children, the Education Law Association, NASP, and the University Council for Educational Administration.

Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.

Cuprins

1. Historical Background for Response to Intervention
2. The Legal Boundaries for RTI/MTSS
3. The MTSS: Instructional Prerequisites for Using RTI for Eligibility Decision Making
4. Determining Student Risk: Contemporary Best Practices in Academic Screening
5. Determining Inadequate Academic Achievement
6. Determining Responsiveness to Intervention
7. Ruling Out Other Conditions and Inadequate Instruction
8. Observing the Student within the Instruction–Intervention Process
9. Synthesizing Data to Determine Eligibility, Write the Evaluation Report, and Build the IEP
10. Using RTI to Evaluate SLD in Reading
11. Using RTI to Evaluate SLD in Written Expression
12. Using RTI to Evaluate SLD in Mathematics
References
Index

Recenzii

"This book accurately captures our evolving understanding of RTI within MTSS and clearly illustrates how to leverage the essential components of MTSS to identify significant learning disabilities. The second edition's additional focus on prevention--through the accurate use of screening data, appropriate instructional intensity, and effective Tier 1 core programming--will support school teams in effectively integrating special education requirements and promoting ambitious growth for students with disabilities. Professional learning providers and faculty will find the numerous case examples featuring commonly available assessments to be useful for modeling RTI decision making and facilitating robust discussions. Practitioners will find the decision-making flowcharts and implementation checklists invaluable for guiding efficient and effective implementation of RTI."--Tessie Bailey, PhD, Director, Center on Multi-Tiered System of Supports and PROGRESS Center, American Institutes for Research

"It is rare to see a book that is so grounded in research yet so practical, but Kovaleski et al. provide just such a resource. The second edition remains the most comprehensive book available on how to identify SLD in schools, and includes recent information about legal decisions, best practices for screening, and how to meet the classroom observation requirement so that it actually informs decisions. This book is a 'must read' for practitioners who are just beginning to use RTI for SLD identification, or for anyone working to have a more effective, legally defensible practice that improves children's lives. It is also a great text for school psychology training courses."--Matthew K. Burns, PhD, Rose and Irving Fein Endowed Professor of Special Education, University of Florida; Assistant Director, University of Florida Literacy Institute

“We referred to the first edition as our 'recipe book' for implementation of RTI-based SLD evaluation practices in North Carolina. The ingredients added to the second edition are spot-on and provide many needed details, including the critical role of the MTSS infrastructure, considerations for effective screening practices, and establishing the data requirements to rule out inadequate instruction as a cause for academic difficulties. I look forward to using the second edition in our statewide effort to scale evaluation and identification practices that begin with a focus on effective instruction for all.”--Lynn Kalinoski Makor, MA, CAGS, Consultant for Psychological Services, North Carolina Department of Public Instruction-