Response to intervention; principles and strategies for effective practice.1593852150Response to intervention In education, Response To Intervention (commonly abbreviated RTI or RtI) is a method of academic intervention that is designed to provide early, effective assistance to children who are having difficulty learning as part of the process of diagnosing learning disabilities. ; principles and strategies for effective practice. Brown-Chidsey, Rachel and Mark W. Steege. Guilford Pr. 2005 176 pages $30.00 Paperback The Guilford practical intervention in the schools series LB1029 Brown-Chidsey and Steege (both school psychology, U. of Southern Maine) explain the implementation of the response to intervention (RTI RTI - Return from interrupt ) program in schools, for teachers, psychologists, and educational specialists dealing with academic problems. The three components of the program--high-quality instruction, frequent assessment, and data-based decision making--are outlined and accompanied by reproducible forms, slides, and other materials. The authors review scientifically based practices, single-subject research Single Subject Research Designs aka small-n research designs, quasi-experimental research designs. This group of research methods is used extensively in the experimental analysis of behavior in both basic and applied settings with both human and non-human designs, and uses of the program in different situations--academic, behavioral, and with students from diverse backgrounds or in special education. The authors link the program to national education policies such as the No Child Left Behind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 and IDEIA IDEIA Individuals with Disabilities Education Improvement Act of 2004 (US law) 2004. ([c]20062005 Book News, Inc., Portland, OR) |
|
||||||||||||||||
Printer friendly
Cite/link
Email
Feedback
Reader Opinion