Evaluating Educational Interventions, Second Edition: Single-Case Design for Measuring Response to Intervention (The Guilford Practical Intervention in the Schools Series ) (Paperback)
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This innovative guide is now in a revised and expanded second edition with an even stronger applied focus. It helps educators harness the potential of single-case design (SCD) as a critical element of data-based decision making in a multi-tiered system of support (MTSS). The authors present simple and complex SCDs and demonstrate their use to defensibly document the effects of academic or behavioral interventions. In a convenient large-size format, the book includes reproducible graphs and other tools; appendices provide guides to analyzing and presenting data in Microsoft Excel. Purchasers get access to a Web page where they can download and print the reproducible materials.
New to This Edition
*Updated to align perfectly with MTSS and current evidence-based practices.
*Chapter on using SCD in educational research.
*Greater emphasis on day-to-day educational practice throughout.
*Significantly revised discussions of brief experimental analysis, complex SCDs, and advanced empirical analyses.
About the Author
T. Chris Riley-Tillman, PhD, is Associate Provost and Professor of School Psychology at the University of Missouri–Columbia. He is a Senior Advisor for the National Center on Intensive Intervention, a Fellow of Division 16 (School Psychology) of the American Psychological Association (APA), and a member of the Society for the Study of School Psychology. He is also the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website that contains intervention and assessment resources for educational professionals developed by researchers. A recipient of the Tom Oakland Mid-Career Research Award from APA Division 16, Dr. Riley-Tillman has published over 86 journal articles and books on social behavior assessment, schoolwide service delivery, and single-case design.
Matthew K. Burns, PhD, is Professor of School Psychology at the University of Missouri–Columbia, where he is Director of the Center for Collaborative Solutions for Kids, Practice, and Policy. He is a past editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns’s research focuses on the use of assessment data to determine individual or small-group interventions. A coauthor of the Path to Reading Excellence in School Sites (PRESS) reading intervention program, he has published over 210 articles, book chapters, and books.
Stephen P. Kilgus, PhD, is Associate Professor of School Psychology at the University of Wisconsin–Madison, where he is Co-Director of the School Mental Health Collaborative. He has served as an associate editor of the Journal of School Psychology and Assessment for Effective Intervention. He is a recipient of the Lightner Witmer Award for early career scholarship and the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychology Association. Dr. Kilgus has contributed to the development of school-based mental health assessments and interventions, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) and the Resilience Education Program. He has published over 60 peer-reviewed articles and book chapters.
"A clear, practitioner-friendly guide to incorporating SCD into tiered systems of intervention in schools. This book provides tools to help all educators evaluate students’ response to intervention in a scientifically rigorous manner. Procedures for integrating SCD across all tiers of an MTSS framework are provided. Importantly, readers will find guidance to align special education services with the latest legal mandates, which require the use of a defensible, data-driven process for evaluating response to intervention. I look forward to using this text in my methods courses for students who are seeking teacher certification. Students will leave with tools they can immediately implement in their classrooms to improve outcomes for their students. Another home run from this top-notch team of authors!"--Christopher J. Lemons, PhD, Department of Special Education, Peabody College of Vanderbilt University
"An essential resource for practicing education professionals, as well as students preparing to work in schools. Recognizing the crucial role of data-based decision making within schoolwide problem-solving models, this book offers valuable information and insights regarding the use of SCDs. The authors are leading scholars who provide a synthesis of contemporary science on this effective methodology. The second edition includes significant updates in science, practice, and policy."--Shane R. Jimerson, PhD, NCSP, Gevirtz Graduate School of Education, University of California, Santa Barbara
"The book addresses critical components of evaluation and data-based decision making within a multi-tiered framework. It gives preservice educators a better understanding of foundational evaluation strategies that support meaningful outcomes for students receiving tiered supports. It also provides more in-depth information for school specialists with a higher skill set. Given the current educational emphasis on more effective and efficient intervention, this book provides needed guidance."--Steve Goodman, PhD, Director, Michigan's MTSS Technical Assistance Center
"Although school-based professionals and policymakers give considerable attention to implementing evidence-based practices, the importance of scientifically evaluating the effectiveness of particular interventions has largely been ignored. This definitive book provides school-based professionals with comprehensive guidelines for doing just that. Step-by-step procedures and case examples illustrate how to apply, analyze, and interpret SCDs to determine intervention effectiveness. A major contribution to the field, this updated second edition is essential reading for practitioners working within an MTSS framework, as well as for university training programs in school psychology, education, and special education.”--Tanya L. Eckert, PhD, Department of Psychology, Syracuse University