Assessment for Intervention (eBook)

Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of Educational and School Psychology at the University of Southern Maine. Dr. Brown-Chidsey’s research focuses on evidence-based instructional practices, including MTSS. Dr. Brown-Chidsey has written books and articles addressing RTI, universal screening assessments, and specific reading interventions. She is a certified school psychologist and licensed psychologist in both Alaska and Maine. Prior to obtaining her doctorate, she was a general and special education teacher in western Massachusetts for 10 years. Kristina J. Andren, PsyD, NCSP, has practiced as a school psychologist in Maine schools since 2005. She served as Assistant Professor of Educational and School Psychology at the University of Southern Maine, and continues to be affiliated with the University as a supervising licensed psychologist for PsyD school psychology interns and practicum students and as a member of the School Psychology Advisory Board. Dr. Andren's research interests include assessment and intervention within a multi-tiered systems of support (MTSS) framework. Her current work focuses on the application of MTSS methods--such as response to intervention--to reading initiatives, schoolwide practices, and dropout prevention.  

Foreword, Patti L. HarrisonI. IDEAL Problem Solving1. Introduction, Rachel Brown-Chidsey and Kristina J. Andren2. Problem-Solving Assessment, Stanley L. DenoII. Identifying Problems3. Ecological Variables in School-Based Assessment and Intervention Planning, Merilee McCurdy, Michael J. Coutts, Susan M. Sheridan, and Lindsay M. Campbell4. The Role of Teacher Perspectives in Diagnostic and Program Evaluation of Academic Skills, Tanya L. Eckert, Elizabeth A. Koenig, Bridget O. Hier, and Lauren A. Arbolino5. Population-Based Strategies for Identifying Schoolwide Problems, Beth Doll, Mary Kelly Haack, and Kristin Bieber6. Considering Diverse Learner Characteristics in Problem-Solving Assessment, Craig A. Albers, Paige L. Mission, and Brittany Bice-UrbachIII. Defining Problems7. Functional Behavioral Assessment: The Cornerstone of Effective Problem Solving, Mark W. Steege and Jamie L. Pratt8. Conducting Problem-Solving Interviews, Kristina J. Andren9. Conducting Systematic Direct Classroom Observations to Define and Assess School-Related Problems, Nathan H. Clemens, Edward S. Shapiro, and Allison L. Seibert10. Behavioral and Academic Rating Scale Applications within the Problem-Solving Model, Randy T. Busse and Melody Yi11. Identifying and Validating Academic Problems in a Multi-Tiered System of Services and Supports Model in a Time of Shifting Paradigms, Mark R. Shinn12. The Role of Intelligence Testing in Understanding Students' Academic Problems, Randy G. Floyd and John H. KranzlerIV. Exploring and Applying Selected Interventions13. Solution-Focused Psychoeducational Reports, Rachel Brown-Chidsey and Kristina J. Andren14. The Administrative Role in Transforming Schools to Support and Guide Educational Interventions in an Era of Educational Reform, Mary Lynn Boscardin, Adam Garand, and Patrick Tudryn15. Treatment Integrity Assessment within a Problem-Solving Model, Lisa M. Hagermoser Sanetti and Thomas R. KratochwillV. Looking at Effects16. Visual Representation of Progress Monitoring and Academic Achievement Data, Jack A. Cummings and Rebecca S. Martínez17. Evaluating Intervention Outcomes within Problem-Solving-Based Assessment, Craig A. Albers, Stephen N. Elliott, Ryan J. Kettler, and Andrew T. Roach18. Student Success Stories, Mary Jean O'Reilly and Kevin Tobin