Effective School Interventions, Third Edition: Evidence-Based Strategies for Improving Student Outcomes By Matthew K. Burns – eBook pdf:
This indispensable course text and practitioner resource, now fully revised, has helped tens of thousands of readers implement evidence-based interventions to improve students’ academic achievement and behavior in PreK–12. The volume presents best-practice guidelines and step-by-step procedures for 83 interventions that can easily be implemented by teachers and other school-based professionals. It is a go-to book for those working in a multi-tiered system of support (MTSS) or response-to-intervention (RTI) framework. User-friendly features include recommended print and online resources and 10 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2″ x 11″ size.
New to This Edition:
*Updated throughout to reflect current research-based best practices.
*20 new interventions.
*Chapter on important skills for intervention success.
*The intensity of each intervention (classwide, small-group, and/or individual) is now specified.
*Behavior chapter has been reorganized for easier use.
*Downloadable reproducible tools.
“This timely guidebook pulls together the expansive wisdom of three scholars of evidence-based school interventions and shares it in a highly usable format. Whether you are part of an intervention assistance team at your school site, a district leader, or a future educator or psychologist preparing to work with students, these strategies are just what you need to promote success in behavior or academics. As a university-based researcher who prioritizes collaboration with PreK–12 educators, I know that I will call on this third edition in many ways as I prepare teachers, interact with school-based assistance teams, and help school leaders to design more effective structures for multi-tiered systems of support. Having all of this information in one book has saved me many, many hours of extra work!”–Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota
“The Prologue notes that this book was born out of a school psychology trainee’s question: ‘What do I do after I’m done listening to the teacher?’ Prior editions have answered this question for tens of thousands of trainees and practitioners. The third edition continues to be one of the most important books in education and school psychology–it genuinely bridges the research-to-practice gap and provides interventions for real teachers, schools, and kids. I devoured this book in two sittings. I have used prior editions in teaching for the last 14 years, and am excited to make the third edition required reading for all of my first-year school psychology students and teacher trainees.”–Rebecca S. Martínez, PhD, School Psychology Program, Indiana University Bloomington
“As a school-based practitioner, I am continually looking for ways to stay up to date with the latest research and developments in the field, as well as to assist my teams of teachers and intervention specialists with practical, evidence-based instructional strategies they can begin using immediately. The third edition of this easy-to-read book is precisely what any school psychologist or educational consultant needs to have in his or her toolbox. The book’s structure and level of detail will make determining instructional match and documenting the fidelity of implementation much more efficient for myself and my teams. I will definitely keep this book handy to utilize during my problem-solving meetings in schools.”–Jane E. Sturgell, MA, SPsyS, NCSP, school psychologist and district MTSS consultant, Fraser Public Schools, Michigan
“An excellent resource for anyone interested in improving how academic and behavioral interventions are implemented within an MTSS. This book is unique in the way it digestibly explains complex learning theory and research while also providing ready-to-apply lessons and strategies for practitioners. This ‘cookbook of interventions’ is worthwhile reading for practicing and preservice special educators, interventionists, and school psychologists, as well as others on MTSS teams.”–Rebecca Zumeta Edmonds, PhD, Co-Director, National Center on Intensive Intervention, American Institutes for Research
About the Author
T. Chris Riley-Tillman, PhD, is Professor and Chair of the Department of Educational, School and Counseling Psychology at the University of Missouri–Columbia. He is a senior advisor for the National Center on Intensive Intervention and the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website that features evidence-based intervention and assessment resources for educational professionals. Dr. Riley-Tillman has published over 100 articles and 6 books focusing on evidence-based practice in schools and is editor of The Guilford Practical Intervention in the Schools Series. He is a Fellow of Division 16 (School Psychology) of the American Psychological Association and a member of the Society for the Study of School Psychology.
Natalie Rathvon, PhD, now retired, was Assistant Clinical Professor of Psychology at The George Washington University, where she supervised graduate students in school-based placements. A former teacher, guidance director, counselor educator, and psychologist in private practice, she has provided consultation and professional development to schools and agencies in assessment and accountability, reading, problem-solving teams, and school interventions. Dr. Rathvon has published several books for professionals and parents.