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Practical Handbook of Multi-tiered Systems of Support ― Building Academic and Behavioral Success in Schools
- ISBN13：9781462522491
- 出版社：Guilford Pubn
- 作者：Rachel Brown-Chidsey; Rebekah Bickford
- 裝訂／頁數：精裝／338頁
- 規格：25.4cm*17.8cm (高/寬)
- 出版日：2015/10/16
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Accessible and comprehensive, this book shows how to plan, implement, and evaluate a schoolwide multi-tiered system of support (MTSS) that addresses both academic and behavioral skills. The MTSS framework encompasses tiered systems such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS), and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
作者簡介
Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of Educational and School Psychology at the University of Southern Maine. Her research interests include curriculum-based measurement, response to intervention (RTI), and scientifically based instruction methods. Dr. Brown-Chidsey is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approachand coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice and RTI in the Classroom: Guidelines and Recipes for Success. In addition, she has published articles about reading assessment and instruction as well as implementation of RTI.
Rebekah Bickford, PsyD, NCSP, BCBA-D, is Clinical Coordinator of The Sebago Educational Alliance School in Maine. She served on the faculty of the University of Southern Maine for two years after earning her doctorate there in 2012. Dr. Bickford is a founding member of the Maine Positive Behavioral Interventions and Supports (PBIS) Leadership and Policy Council, and has facilitated PBIS implementation at schools and districts around the state. Her research interests include consultation, the impact of teacher praise on student well-being, and the application of PBIS to specialized settings.
Rebekah Bickford, PsyD, NCSP, BCBA-D, is Clinical Coordinator of The Sebago Educational Alliance School in Maine. She served on the faculty of the University of Southern Maine for two years after earning her doctorate there in 2012. Dr. Bickford is a founding member of the Maine Positive Behavioral Interventions and Supports (PBIS) Leadership and Policy Council, and has facilitated PBIS implementation at schools and districts around the state. Her research interests include consultation, the impact of teacher praise on student well-being, and the application of PBIS to specialized settings.
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