Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach (Paperback or Softback)

Hunley, Sawyer

ISBN 10: 1412953316 / ISBN 13: 9781412953313

Verlag: Corwin Press 10/7/2009, 2009

Beschreibung

Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach 1.14.

Bestandsnummer des Verkäufers BBS-9781412953313

Bibliografische Details

• Titel: Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach (Paperback or Softback)
• Verlag: Corwin Press 10/7/2009
• Erscheinungsjahr: 2009
• Sprache: Englisch
• ISBN-10: 1412953316
• ISBN-13: 9781412953313
• Einband: Paperback or Softback
• Zustand: New
• Gewicht: 1,14 Pfund
• Buchtyp: Book

Über diesen Titel

Inhaltsangabe

Identify students’ learning needs and make appropriate decisions regarding instruction and intervention!

Written for RTI teams, this resource demonstrates how to conduct intensive, comprehensive evaluations of students who are struggling in the general classroom. Focusing exclusively on the third tier of the RTI model, the book:

• Provides guidance on problem identification and analysis, progress monitoring, selection of research-based interventions, and evaluation of case study outcomes
• Addresses both academic and behavioral challenges, including mental health issues
• Shows how school psychologists can collaborate with other members of the RTI team
• Provides tools for assessment and for tracking progress

Über die Autorinnen und Autoren

Sawyer Hunley is an associate professor, the coordinator of the School Psychology Program, and a Learning Teaching Fellow at the University of Dayton. She is chair of the National Certification Board for the National Association of School Psychologists, and was instrumental in revising the procedure for obtaining the National Credential of School Psychologists (NCSP). Hunley has served as a member of the Program Approval Board for the National Association of School Psychologists, and has participated in the writing of the last three revisions of the NASP Standards. Her professional and research interests include systems change for K-12 and higher education. Her publications and presentations have focused on the nature of the changing field of school psychology, data-based decision making, and the relationship between learning space and teaching/learning. She has over twenty years of experience as a school psychologist practitioner, supervisor, and faculty member.

Kathy McNamara is a professor of psychology at Cleveland State University, where she directs the School Psychology Specialist degree program. She currently serves as chair of the Ethics and Professional Practices Committee of the National Association of School Psychologists, and has been active in the leadership of the Ohio School Psychologists Association since 1984. She has published chapters on social competence and professional ethics in the NASP Best Practices series. McNamara’s research focuses on intervention-based school psychological services, and her work in this area has been published in The School Psychology Review, the Journal of Educational and Psychological Consultation, and Exceptional Children. She has conducted numerous trainings of school psychologists, teachers, and administrators, and consults with school districts regarding implementation of the RTI model. McNamara has served for thirty years as a school psychologist practitioner, supervisor, and faculty member.