Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support PDF
Preview Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support
Handbook of Response to Intervention Shane R. Jimerson • Matthew K. Burns Amanda M. VanDerHeyden Editors Handbook of Response to Intervention The Science and Practice of Multi-Tiered Systems of Support Second Edition 1 C Editors Shane R. Jimerson Amanda M. VanDerHeyden University of California, Santa Barbara Education Research and Consulting, Inc. Gevirtz Graduate School of Education Fairhope Santa Barbara AL CA USA USA Matthew K. Burns University of Missouri Columbia MO USA ISBN 978-1-4899-7567-6 ISBN 978-1-4899-7568-3 (eBook) DOI 10.1007/978-1-4899-7568-3 Library of Congress Control Number: 2015936035 Springer New York Heidelberg Dordrecht London © Springer Science+Business Media New York 2007, 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media LLC New York is part of Springer Science+Business Media (www.springer.com) This second edition of the handbook is dedicated to the many professionals who work diligently to educate and enhance the success of students and also to the scholars who inform our understanding of promoting the social and cognitive compe- tence of students at school. By bringing the best of science to professional practice and highlighting lessons learned from implementation efforts across the country, it is hoped that the information presented in this handbook serves as a catalyst that advances the science and practice of assessment and inter- vention at school and, ultimately, promotes enhanced student outcomes. Foreword This handbook of response to intervention (RTI) exceeds all of the lofty goals typically used to describe topical handbooks. Shane Jimerson, Matthew Burns, and Amanda M. VanDerHeyden have edited a book assembling an outstanding group of contributors that form the foundation and pillars for our knowledge on response to intervention or multi-tiered systems of support. Additionally they have organized the content of the book to cover every issue related to response to intervention including the scientific foundations of RTI, psychometric measurement related to RTI, the role of consultation, monitor- ing response to intervention, using technology to facilitate RTI, and RTI and transition planning. In particular, I am impressed with the emphasis on both problem-solving and standardized approaches to RTI—as well as the breadth of coverage of assessment, progress monitoring, and interventions. Unlike many handbooks, this one provides critical information addressing issues for a range of individuals including school leaders, school psychologists, social workers, counselors, academic specialists, general education, and special education teachers. Anyone working on understanding RTI, whether as a scholar conducting research on this topic or a school practitioner searching for solutions to problems related to successful implementation of RTI, will find research-based practice knowledge in this text. RTI or multi-tiered systems of support provide a framework for screening students with academic and behavior problems across all grades but with an emphasis on identifying students early who require additional instruction. Within the RTI framework are research-based systems for providing inten- sive interventions to accelerate students’ progress, assuring all students are provided with high-quality instructions they need to meet the challenging goals of postsecondary education. RTI is beneficial to all educators not just those who have high numbers of students at risk because it assures that stu- dents’ educational and behavioral needs are monitored with an action-plan for improved outcomes. While there are many ways to implement RTI well, supporting implementation of RTI is essential because it provides a safety net for our most vulnerable students. Busy professionals are bombarded with information and sifting through it to determine sources that are worth reading—even studying—is a challenging task. This book is a resource worth reading for even the busiest professional. Sharon Vaughn University of Texas vii Acknowledgments The editors would like to acknowledge the exceptional efforts of colleagues who contributed to this handbook as authors, and also to Judy Jones and Garth Haller at Springer who were instrumental in bringing this handbook to print. In addition, we are grateful for the extraordinary efforts of numerous individuals who provided reviews of chapters, which further enhanced the quality and contents. The collective efforts of all those involved have resulted in an incredibly informative and valuable second edition of the handbook. Finally, we acknowledge the tremendous support, inspiration, and perspec- tive that our families provided throughout the development of this handbook. The collective adventures, celebrations, and challenges we have shared have enriched each of us. Our sincere appreciation to the following contributors: Kathryn O’Brien, Gavin Jimerson, Taite Jimerson, Mary Beth Burns, Kate Burns, Matthew Burns, Jr., Chad VanDerHeyden, Benjamin VanDerHeyden, and Kate VanDerHeyden. ix Contents From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention ................................................................................... 1 Shane R. Jimerson, Matthew K. Burns and Amanda M. VanDerHeyden Part I Foundations of Science Data-Based Decision-Making .............................................................. 9 Stanley L. Deno Applied Behavior Analysis: A Foundation for Response to Intervention .......................................................................................... 29 Scott P. Ardoin, Liliana Wagner and Kathryn E. Bangs Learning Disabilities/Special Education ............................................ 43 John L. Hosp, Sally Huddle, Jeremy W. Ford and Kiersten Hensley Prevention and Response to Intervention: Past, Present, and Future ............................................................................................ 59 Ann C. Schulte Problem-Solving Consultation ............................................................ 73 William P. Erchul and Caryn S. Ward Part II Foundations of Practice The Role of Professional Learning Communities in Successful Response to Intervention Implementation ......................................... 89 Lori Helman and Kay Rosheim Response to Intervention and Accountability Systems ..................... 103 Timothy J. Runge, David J. Lillenstein and Joseph F. Kovaleski Multi-Tiered Systems of Support and Evidence-Based Practices ... 121 Karen C. Stoiber and Maribeth Gettinger xi xii Contents Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice? .............................................................. 143 David H. Allsopp, Jennie L. Farmer and David Hoppey Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring ............................................................................................ 165 Shane R. Jimerson, Rachel Stein, Aaron Haddock and Reza Shahroozi Part III Tier 1– Assessment, Problem Analysis, and Intervention Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps ................................... 187 Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten and Myeongsun Yoon The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success .................... 215 Asha K. Jitendra and Danielle N. Dupuis Classroom Reading Instruction for All Students .............................. 235 Barbara R. Foorman and Jeanne Wanzek Classwide Intervention Using Peer-Assisted Learning Strategies ... 253 Kristen L. McMaster and Douglas Fuchs Part IV Tier 2– Assessment, Problem Analysis, and Intervention Assessment: Periodic Assessment to Monitor Progress .................... 271 Benjamin Silberglitt, David Parker and Paul Muyskens Problem Analysis at Tier 2: Using Data to Find the Category of the Problem ...................................................................................... 293 Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas and Lori Helman Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2 .................................................... 309 Lynn S. Fuchs, Douglas Fuchs and Amelia S. Malone Implementation of Tier 2 Reading Interventions in the Primary Grades ................................................................................................... 329 Jeanne Wanzek, Stephanie Al Otaiba and Brandy Gatlin Contents xiii Part V Tier 3– Assessment, Problem Analysis, and Intervention Progress Monitoring for Students Receiving Intensive Academic Intervention ......................................................................................... 343 David A. Klingbeil, Tera L. Bradley and Jennifer J. McComas Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems .............................................................................................. 361 Melissa Coolong-Chaffin and Jennifer J. McComas Tier 3: Intensive Mathematics Intervention Strategies ................... 375 Robin S. Codding and Ryan Martin Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient? ............................................ 389 Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanie Wanzek and Joseph Torgesen Part VI Contemporary Implementation Science Assuring the Response to Intervention Process Has Substance: Assessing and Supporting Intervention Implementation ................ 407 George H. Noell and Kristin A. Gansle Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response-to-Intervention Service Delivery Framework .......................................................................................... 421 Jeremy Miciak, Jack M. Fletcher and Karla K. Stuebing Contextual Influences and Response to Intervention ...................... 441 Amy L. Reschly and Melissa Coolong-Chaffin Using Single-Case Design in a Response to Intervention Model .... 455 T. Chris Riley-Tillman and Daniel M. Maggin Part VII Contemporary Implementation Topics Technology-Based Assessment and Problem Analysis ..................... 473 Gerald Tindal and Julie Alonzo Educational Technology and Response to Intervention: Affordances and Considerations ....................................................... 493 Janet S. Twyman and Melinda S. Sota
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