MARC details
| 000 -LEADER |
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07806nam a22003855i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
978-0-387-49053-3 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20250710084003.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
100301s2007 xxu| s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780387490533 |
| -- |
99780387490533 |
| 024 7# - OTHER STANDARD IDENTIFIER |
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| Standard number or code |
10.1007/978-0-387-49053-3 |
| Source of number or code |
doi |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Jimerson, Shane R. |
| Relator term |
editor. |
| 245 10 - TITLE STATEMENT |
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| Title |
Handbook of Response to Intervention |
| Medium |
[recurso electrónico] : |
| Remainder of title |
The Science and Practice of Assessment and Intervention / |
| Statement of responsibility, etc. |
edited by Shane R. Jimerson, Matthew K. Burns, Amanda M. VanDerHeyden. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Boston, MA : |
| Name of producer, publisher, distributor, manufacturer |
Springer US, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2007. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
XXII, 458 p. |
| Other physical details |
online resource. |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
computer |
| Media type code |
c |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
recurso en línea |
| Carrier type code |
cr |
| Source |
rdacarrier |
| 347 ## - DIGITAL FILE CHARACTERISTICS |
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| File type |
text file |
| Encoding format |
PDF |
| Source |
rda |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Foundations of Problem-Solving and Response-to-Intervention Strategies -- Response to Intervention at School: The Science and Practice of Assessment and Intervention -- Evolution of the Response-to-Intervention Concept: Empirical Foundations and Recent Developments -- Response to Intervention: Conceptual and Methodological Issues in Implementation -- Consultation within Response to Intervention Models -- The Integration of Response to Intervention and Critical Race Theory-Disability Studies: A Robust Approach to Reducing Racial Discrimination in Evaluation Decisions -- Potential Pitfalls of Response to Intervention -- Assessment and Measurement -- Psychometric Considerations when Evaluating Response to Intervention -- Decision-Making Validity in Response to Intervention -- Assessing Student Response to Intervention -- Ability-Achievement Discrepancy, Response to Intervention, and Assessment of Cognitive Abilities/Processes in Specific Learning Disability Identification: Toward a Contemporary Operational Definition -- Contextual Influences and Response to Intervention: Critical Issues and Strategies -- Social Behavior Assessment and Response to Intervention -- Addressing Disproportionality with Response to Intervention -- Research-Based Prevention and Intervention -- Identifying Reading Disability Based on Response to Intervention: Evidence from Early Intervention Research -- Effects from Intensive Standardized Kindergarten and First-Grade Interventions for the Prevention of Reading Difficulties -- Monitoring Response to General Education Instruction -- Monitoring Response to Supplemental Services for Students at Risk for Reading Difficulties: High and Low Responders -- The Fundamental Role of Intervention Implementation in Assessing Response to Intervention -- Lessons Learned in Implementing Problem-Solving and Response-to-Intervention Strategies -- The Heartland Area Education Agency 11 Problem-Solving Approach: An Overview and Lessons Learned -- One Student at a Time; One Teacher at a Time: Reflections on the Use of Instructional Support -- Implementation of the Problem-Solving Model in the Minneapolis Public Schools -- The Ohio Integrated Systems Model: Overview and Lessons Learned -- The Illinois Flexible Service Delivery Model: A Problem-Solving Model Initiative -- The St. Croix River Education District Model: Incorporating Systems-Level Organization and a Multi-Tiered Problem-Solving Process for Intervention Delivery -- The Idaho Results-Based Model: Implementing Response to Intervention Statewide -- The System to Enhance Educational Performance (STEEP): Using Scienceto Improve Achievement -- Moving from a Model Demonstration Project to a Statewide Initiative in Michigan: Lessons Learned from Merging Research-Practice Agendas to Address Reading and Behavior -- The Florida Problem-Solving/Response to Intervention Model: Implementing a Statewide Initiative -- Using Technology Tools to Monitor Response to Intervention -- Response to Intervention for English Language Learners: Current Development and Future Directions -- Using Response to Intervention to Promote Transition from Special Education Services -- Toward a Unified Response-to-Intervention Model. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Education professionals have traditionally relied on a wait-to-fail formula to identify and assist students experiencing academic difficulties. With the reauthorization of the Individuals with Disabilities Education Improvement Act, however, a unique early-identification tool - known as response to intervention (RTI) - now offers professionals the option of implementing a collaborative, problem-solving tool designed to ensure that all students achieve academic success. Until now, practitioners have had access to very few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In a single, comprehensive volume, more than 90 expert scholars and practitioners join together to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students' reading, writing, oral, and math skills. Each chapter explores crucial issues, defines key concepts, and answers real-world questions regarding implementation, including such major topics as: Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Handbook of Response to Intervention is a must-have volume for all education practitioners, researchers, and graduate students as well as anyone involved in curriculum reform or resource allocation. "This handbook provides essential reading for all stakeholders seeking to increase their knowledge base about RTI. It is an excellent and timely resource. I challenge everyone to read it, and then follow-up with actions to ensure that every child benefits from RTI." -Bill East, Ed.D., Executive Director, National Association of State Directors of Special Education (NASDSE) "The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention is a comprehensive compilation of research articles and information on RTI. Noted researchers, university instructors, and practitioners have contributed to this handbook, addressing issues related to evidence-based instruction, systems consideration, and implementation. This handbook is an excellent resource for all educators." -Diane Morrison, Ed.D., Director of Support Services, Northern Suburban Special Education District "The Handbook of Response to Intervention represents a comprehensive and balanced presentation of the array of professional knowledge essential to understanding this important concept. The scope of the coverage includes theoretical aspects, reviews of important related issues, balanced coverage of controversial aspects, and practical steps towards implementation. Educators, advocates, school psychologists, and anyone interested in this critical innovation for American schools should carefully read this important professional reference." -W. Alan Coulter, Ph.D., Director, National Center for Special Education Accountability Monitoring, LSU Health Sciences Center |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
PHILOSOPHY (GENERAL). |
| 650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
PSYCHOLOGY. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
CHILD & SCHOOL PSYCHOLOGY. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Burns, Matthew K. |
| Relator term |
editor. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
VanDerHeyden, Amanda M. |
| Relator term |
editor. |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY |
|---|
| Title |
Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Relationship information |
Printed edition: |
| International Standard Book Number |
9780387490526 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://link.springer.com/book/10.1007/978-1-4899-7568-3">https://link.springer.com/book/10.1007/978-1-4899-7568-3</a> |
| Public note |
Ver el texto completo en las instalaciones del CICY |
| 912 ## - |
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| -- |
ZDB-2-BHS |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Libros electrónicos |
