Tier 3 of the RTI model problem solving through a case study approach
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| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin Press
c2010
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| Online-Zugang: | DE-1046 DE-1047 Volltext |
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| 245 | 1 | 0 | |a Tier 3 of the RTI model |b problem solving through a case study approach |c Sawyer Hunley, Kathy McNamara |
| 246 | 1 | 3 | |a Tier three of the RTI model |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin Press |c c2010 | |
| 300 | |a 1 Online-Ressource (xvi, 229 p.) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a "A joint publication, National Association of School Psychologists." | ||
| 500 | |a Includes bibliographical references (p. 215-224) and index | ||
| 500 | |a Response to intervention (RTI) is a three-tiered framework that helps all students by providing targeted interventions at increasing levels of intensity. With step-by-step guidelines for Grades K-12, this resource demonstrates how to develop a specific case study for students who are struggling in the general classroom.--[book cover] | ||
| 500 | |a 1 - Introduction to RTI and the case study model - Context and history - The response to intervention process - The case study model and prereferral intervention -- - 2 - Assessment principles and practices - Assessment methods - Assessment at tier 1 - Assessment at tier 2 - Assessing behavior -- - 3 - Facilitating response to intervention in schools - School psychologist as systems change agent - Evaluating the system - Goal setting - RTI implementation -- - 4 - Problem identification - Tier 1 - Tier 2 - Tier 3 - Behavioral definition of the problem - Problem certification : establishing the severity of the discrepancy between actual and expected performance - Formulating intervention goals - Planning data-collection activities for baseline measurement and progress monitoring - Assessment of factors related to the problem -- - 5 - Problem analysis - Generating hypotheses - Primary and secondary dependent variables - Types of hypotheses | ||
| 500 | |a - Intervention selection - Hypothesis testing -- - 6 - Single-case design - Single-case design and hypothesis testing - Single-case design and progress monitoring - Choosing a single-case design -- - 7 - Intervention - Selecting research-based interventions - Intervention integrity - Linking interventions to hypotheses - Characteristics of effective academic interventions - Characteristics of effective behavioral interventions - Targets of intervention -- - 8 - Evaluating case study outcomes - Visual analysis - Conducting visual analyses - Magnitude of change - Choosing, calculating, and interpreting effect sizes - Quality of the outcome : goal-attainment scaling - Choosing evaluation methods and judging outcomes -- - 9 - Using the case study to determine special education eligibility - Disability versus eligibility determination - Responsiveness versus resistance - Using case study information for special education eligibility determination | ||
| 500 | |a - RTI and specific learning disabilities - Decision making in eligibility determination - Technical adequacy of decision-making practices - Eligibility decisions -- - 10 - Program evaluation - Case study structure - Case study rubric - Case study : Morgan - Case study : Reggie - Evaluation of school psychology services and programs - Case study fidelity - Intervention integrity - Magnitude of change - Goal-attainment scaling | ||
| 650 | 7 | |a EDUCATION / Special Education / Learning Disabilities |2 bisacsh | |
| 650 | 7 | |a Behavior disorders in children / Treatment |2 fast | |
| 650 | 7 | |a Problem children / Education |2 fast | |
| 650 | 7 | |a Remedial teaching |2 fast | |
| 650 | 7 | |a Response to intervention (Learning disabled children) |2 fast | |
| 650 | 7 | |a School failure / Prevention |2 fast | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Problem children |x Education |z United States |v Case studies | |
| 650 | 4 | |a Remedial teaching |z United States |v Case studies | |
| 650 | 4 | |a School failure |z United States |x Prevention |v Case studies | |
| 650 | 4 | |a Behavior disorders in children |x Treatment |z United States |v Case studies | |
| 650 | 4 | |a Response to intervention (Learning disabled children) | |
| 651 | 4 | |a USA | |
| 655 | 7 | |0 (DE-588)4522595-3 |a Fallstudiensammlung |2 gnd-content | |
| 700 | 1 | |a Hunley, Sawyer A. |e Sonstige |4 oth | |
| 700 | 1 | |a McNamara, Kathy |e Sonstige |4 oth | |
| 710 | 2 | |a National Association of School Psychologists |e Sonstige |4 oth | |
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Datensatz im Suchindex
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| any_adam_object | |
| building | Verbundindex |
| bvnumber | BV043081669 |
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| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9 |
| dewey-search | 371.9 |
| dewey-sort | 3371.9 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-12-24T04:41:08Z |
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| spelling | Tier 3 of the RTI model problem solving through a case study approach Sawyer Hunley, Kathy McNamara Tier three of the RTI model Thousand Oaks, Calif. Corwin Press c2010 1 Online-Ressource (xvi, 229 p.) txt rdacontent c rdamedia cr rdacarrier "A joint publication, National Association of School Psychologists." Includes bibliographical references (p. 215-224) and index Response to intervention (RTI) is a three-tiered framework that helps all students by providing targeted interventions at increasing levels of intensity. With step-by-step guidelines for Grades K-12, this resource demonstrates how to develop a specific case study for students who are struggling in the general classroom.--[book cover] 1 - Introduction to RTI and the case study model - Context and history - The response to intervention process - The case study model and prereferral intervention -- - 2 - Assessment principles and practices - Assessment methods - Assessment at tier 1 - Assessment at tier 2 - Assessing behavior -- - 3 - Facilitating response to intervention in schools - School psychologist as systems change agent - Evaluating the system - Goal setting - RTI implementation -- - 4 - Problem identification - Tier 1 - Tier 2 - Tier 3 - Behavioral definition of the problem - Problem certification : establishing the severity of the discrepancy between actual and expected performance - Formulating intervention goals - Planning data-collection activities for baseline measurement and progress monitoring - Assessment of factors related to the problem -- - 5 - Problem analysis - Generating hypotheses - Primary and secondary dependent variables - Types of hypotheses - Intervention selection - Hypothesis testing -- - 6 - Single-case design - Single-case design and hypothesis testing - Single-case design and progress monitoring - Choosing a single-case design -- - 7 - Intervention - Selecting research-based interventions - Intervention integrity - Linking interventions to hypotheses - Characteristics of effective academic interventions - Characteristics of effective behavioral interventions - Targets of intervention -- - 8 - Evaluating case study outcomes - Visual analysis - Conducting visual analyses - Magnitude of change - Choosing, calculating, and interpreting effect sizes - Quality of the outcome : goal-attainment scaling - Choosing evaluation methods and judging outcomes -- - 9 - Using the case study to determine special education eligibility - Disability versus eligibility determination - Responsiveness versus resistance - Using case study information for special education eligibility determination - RTI and specific learning disabilities - Decision making in eligibility determination - Technical adequacy of decision-making practices - Eligibility decisions -- - 10 - Program evaluation - Case study structure - Case study rubric - Case study : Morgan - Case study : Reggie - Evaluation of school psychology services and programs - Case study fidelity - Intervention integrity - Magnitude of change - Goal-attainment scaling EDUCATION / Special Education / Learning Disabilities bisacsh Behavior disorders in children / Treatment fast Problem children / Education fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure / Prevention fast Erziehung Problem children Education United States Case studies Remedial teaching United States Case studies School failure United States Prevention Case studies Behavior disorders in children Treatment United States Case studies Response to intervention (Learning disabled children) USA (DE-588)4522595-3 Fallstudiensammlung gnd-content Hunley, Sawyer A. Sonstige oth McNamara, Kathy Sonstige oth National Association of School Psychologists Sonstige oth http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473690 Aggregator Volltext |
| spellingShingle | Tier 3 of the RTI model problem solving through a case study approach EDUCATION / Special Education / Learning Disabilities bisacsh Behavior disorders in children / Treatment fast Problem children / Education fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure / Prevention fast Erziehung Problem children Education United States Case studies Remedial teaching United States Case studies School failure United States Prevention Case studies Behavior disorders in children Treatment United States Case studies Response to intervention (Learning disabled children) |
| subject_GND | (DE-588)4522595-3 |
| title | Tier 3 of the RTI model problem solving through a case study approach |
| title_alt | Tier three of the RTI model |
| title_auth | Tier 3 of the RTI model problem solving through a case study approach |
| title_exact_search | Tier 3 of the RTI model problem solving through a case study approach |
| title_full | Tier 3 of the RTI model problem solving through a case study approach Sawyer Hunley, Kathy McNamara |
| title_fullStr | Tier 3 of the RTI model problem solving through a case study approach Sawyer Hunley, Kathy McNamara |
| title_full_unstemmed | Tier 3 of the RTI model problem solving through a case study approach Sawyer Hunley, Kathy McNamara |
| title_short | Tier 3 of the RTI model |
| title_sort | tier 3 of the rti model problem solving through a case study approach |
| title_sub | problem solving through a case study approach |
| topic | EDUCATION / Special Education / Learning Disabilities bisacsh Behavior disorders in children / Treatment fast Problem children / Education fast Remedial teaching fast Response to intervention (Learning disabled children) fast School failure / Prevention fast Erziehung Problem children Education United States Case studies Remedial teaching United States Case studies School failure United States Prevention Case studies Behavior disorders in children Treatment United States Case studies Response to intervention (Learning disabled children) |
| topic_facet | EDUCATION / Special Education / Learning Disabilities Behavior disorders in children / Treatment Problem children / Education Remedial teaching Response to intervention (Learning disabled children) School failure / Prevention Erziehung Problem children Education United States Case studies Remedial teaching United States Case studies School failure United States Prevention Case studies Behavior disorders in children Treatment United States Case studies USA Fallstudiensammlung |
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