This volume contains 11 essays that explore the delivery of intensive, individualized interventions to children and youth with learning and behavioral disabilities. Education and psychology specialists from the US address issues related to the identification of students who need the most intensive interventions (Tier 3), intervention features and delivery considerations, behavioral and academic interventions, and pre-service teacher preparation. They discuss multitiered systems of support and the identification of students with intensive academic and behavioral needs; approaches to academic interventions and methods for intensifying instruction when previous attempts have failed; Functional Assessment-Based Interventions, First Step to Success, and Read 180 as intensive interventions with wide-ranging, positive results; the role of function in behavioral intervention and approaches to behavioral function, including the Functional-Assessment-Based Intervention Model, the Competing Pathways Model, and the Prevent-Teach-Reinforce Model; intervention delivery; conducting systematic reviews of the literature on interventions; interventions for reading and math difficulties; and developing pre-service teacher knowledge and confidence with functional assessment-based interventions. Distributed in North America by Turpin Distribution. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS, such as Responsiveness to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), are comprised of universal assessment, progress monitoring, and databased decision-making as intervention is implemented with increasing intensity and individualization based on the needs of the learner.
The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. The authors of the chapters are recognized as international experts on these topics and provide specific recommendations that are based on research evidence as well as discuss considerations for future enhancement of multi-tiered systems of supports and intensive interventions. This is a contemporary resource for teachers, administrators, and teacher-educators who are charged with delivering special education and/or supporting those who do.
The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation.
Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS, such as Responsiveness to Intervention (RTI) and Positive Behavioral Interventions and Supports (SPIS), are comprised of universal assessment, progress monitoring, and databased decision-making as intervention is implemented with increasing intensity and individualization based on the needs of the learner. The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. The authors of the chapters are recognized as international experts on these topics and provide specific recommendations that are based on research evidence as well as discuss considerations for future enhancement of multi-tiered systems of supports and intensive interventions. This is a contemporary resource for teachers, administrators, and teacher-educators who are charged with delivering special education and/or supporting those who do.
