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Handbook of Response to Intervention

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Cover of 'Handbook of Response to Intervention'

Table of Contents

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    Book Overview
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    Chapter 1 Response to Intervention at School: The Science and Practice of Assessment and Intervention
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    Chapter 2 Evolution of the Response-to-Intervention Concept: Empirical Foundations and Recent Developments
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    Chapter 3 Response to Intervention: Conceptual and Methodological Issues in Implementation
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    Chapter 4 Consultation within Response to Intervention Models
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    Chapter 5 The Integration of Response to Intervention and Critical Race Theory-Disability Studies: A Robust Approach to Reducing Racial Discrimination in Evaluation Decisions
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    Chapter 6 Potential Pitfalls of Response to Intervention
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    Chapter 7 Psychometric Considerations when Evaluating Response to Intervention
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    Chapter 8 Decision-Making Validity in Response to Intervention
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    Chapter 9 Assessing Student Response to Intervention
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    Chapter 10 Ability—Achievement Discrepancy, Response to Intervention, and Assessment of Cognitive Abilities/Processes in Specific Learning Disability Identification: Toward a Contemporary Operational Definition
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    Chapter 11 Contextual Influences and Response to Intervention: Critical Issues and Strategies
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    Chapter 12 Social Behavior Assessment and Response to Intervention
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    Chapter 13 Addressing Disproportionality with Response to Intervention
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    Chapter 14 Identifying Reading Disability Based on Response to Intervention: Evidence from Early Intervention Research
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    Chapter 15 Effects from Intensive Standardized Kindergarten and First-Grade Interventions for the Prevention of Reading Difficulties
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    Chapter 16 Monitoring Response to General Education Instruction
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    Chapter 17 Monitoring Response to Supplemental Services for Students at Risk for Reading Difficulties: High and Low Responders
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    Chapter 18 The Fundamental Role of Intervention Implementation in Assessing Response to Intervention
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    Chapter 19 The Heartland Area Education Agency 11 Problem-Solving Approach: An Overview and Lessons Learned
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    Chapter 20 One Student at a Time; One Teacher at a Time: Reflections on the Use of Instructional Support
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    Chapter 21 Implementation of the Problem-Solving Model in the Minneapolis Public Schools
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    Chapter 22 The Ohio Integrated Systems Model: Overview and Lessons Learned
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    Chapter 23 The Illinois Flexible Service Delivery Model: A Problem-Solving Model Initiative
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    Chapter 24 The St. Croix River Education District Model: Incorporating Systems-Level Organization and a Multi-Tiered Problem-Solving Process for Intervention Delivery
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    Chapter 25 The Idaho Results-Based Model: Implementing Response to Intervention Statewide
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    Chapter 26 The System to Enhance Educational Performance (STEEP): Using Scienceto Improve Achievement
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    Chapter 28 The Florida Problem-Solving/Response to Intervention Model: Implementing a Statewide Initiative
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    Chapter 29 Using Technology Tools to Monitor Response to Intervention
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    Chapter 30 Response to Intervention for English Language Learners: Current Development and Future Directions
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    Chapter 31 Using Response to Intervention to Promote Transition from Special Education Services
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    Chapter 32 Toward a Unified Response-to-Intervention Model
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Citations

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Title
Handbook of Response to Intervention
Published by
Springer US, August 2007
DOI 10.1007/978-0-387-49053-3
ISBNs
978-0-387-49052-6, 978-0-387-49053-3
Editors

Jimerson, Shane R., Burns, Matthew K., VanDerHeyden, Amanda M.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 16 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 6%
Canada 1 6%
Unknown 14 88%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 5 31%
Student > Doctoral Student 2 13%
Professor 2 13%
Lecturer 1 6%
Librarian 1 6%
Other 3 19%
Unknown 2 13%
Readers by discipline Count As %
Social Sciences 8 50%
Psychology 3 19%
Computer Science 1 6%
Neuroscience 1 6%
Unknown 3 19%

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