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.
Chapter
1. Delivering Intensive, Individualized Interventions to
Children and Youth with Learning and Behavioral Disabilities: Introduction to
the Volume; Melody Tankersley, Bryan G. Cook, and Timothy J. Landrum
Chapter
2. Identifying Students with Intensive Academic and Behavioral Needs;
Shanna E. Hirsch, Melissa K. Driver, Michelle Hinzman-Ferris, and Allison
Bruhn
Chapter
3. When Standard Approaches Fail: Advances in the Conceptualization
and Delivery of Intensive Interventions; Nathan A. Stevenson
Chapter
4. Essential Features of Intensive, Individualized (Tier 3)
Interventions; Kathleen Lynne Lane, Eric Allen Common, Mark Matthew Buckman,
and Grant Allen
Chapter
5. The Role of Function in Behavioral Intervention; John Umbreit and
Jolenea B. Ferro
Chapter
6. Treatment Integrity and Intensity: Critical Considerations for
Delivering Individualized Interventions; Robin S. Codding, Melissa
Collier-Meek, and Emily DeFouw
Chapter
7. Conducting Systematic Reviews of the Literature: Guidance for
Quality Appraisal; Kathleen Lynne Lane, Eric Alan Common, David James Royer,
and Wendy Peia Oakes
Chapter
8. An Examination of the Text Characteristics of an Early Reading
Book Series: Implications for Providing Intensive Practice with Connected
Text; Jill Allor, Devin Kearns, Miriam Ortiz, and Carlin Conner
Chapter
9. Intensive Reading Interventions for Adolescents and the Challenges
of Comorbid Reading and Behavioral Difficulties; Michael Solis and John W.
McKenna
Chapter
10. Intensive Intervention for Students with Mathematics Learning
Difficulties; Minyi Shih Dennis
Chapter
11. Developing Preservice Teacher Knowledge and Confidence of
Functional Assessment-Based Interventions; Wendy Peia Oakes
Melody Tankersley, PhD, is the Senior Vice President and Provost at Kent State University as well as a Professor of Special Education.
Bryan G. Cook, PhD, is a Professor of Special Education at the School of Education and Human Services at the University of Virginia.
Timothy J. Landrum, PhD, is a Professor in the Department of Special Education, Early Childhood, and Prevention Science at the University of Louisville
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