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| Advanced Response-to-Intervention Applications | |
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| Beyond the "Interventions" in Response to Intervention | |
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| The Role of Outcome Data in Response to Intervention | |
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| The First "Fine-Print" Point of Evidence-Based Intervention | |
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| The Second "Fine-Print" Point of Evidence-Based Intervention | |
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| The Third "Fine-Print" Point of Evidence-Based Intervention | |
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| Evaluating Intervention | |
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| Decision Making in Response to Intervention | |
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| Response to Intervention and Multi-Tiered Systems of Support | |
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| The Book | |
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| School-Based Assessment | |
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| Assessment | |
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| Formative Evaluation | |
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| Assessment Data for Response-to-Intervention Decisions | |
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| Identify Need for Intervention | |
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| Identify Interventions | |
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| Determine Intervention Effectiveness | |
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| Determine Whether Special Education Is Warranted | |
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| Treatment Fidelity | |
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| Permanent Product | |
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| Direct Observation | |
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| Self-Report | |
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| Implementation Integrity System | |
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| Conclusion | |
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| Generic Tier 2 Fidelity Observation Checklist | |
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| Assessment for Problem Solving | |
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| Problem-Solving Framework | |
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| Problem Analysis | |
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| Problem Analysis within the Tiers | |
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| Tier 1 | |
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| Tier 2 | |
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| Tier 3 | |
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| What about the 50 Other Things That Need to Be Assessed? | |
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| Evaluating Interventions: Applied Single-Case Design | |
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| What Is Applied Single-Case Design and Why Is It Ideally Suited for Response to Intervention? | |
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| Basics of Single-Case Design: Baseline Logic | |
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| Prediction | |
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| Affirmation of the Consequent | |
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| Verification | |
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| Replication by Affirmation of the Consequent | |
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| Why Use Baseline Logic in Applied Practice? | |
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| Relevant Formal Designs | |
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| The ABC Notation System | |
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| The Classic "Withdraw" Design | |
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| B Design | |
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| A-B Design | |
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| A-B-A Design | |
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| A-B-A-B Design | |
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| Multiple-Baseline Design | |
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| The Role of Single-Case Design in a Response-to-intervention Model | |
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| Conclusion | |
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| Evaluating Interventions: Analysis of Intervention Data | |
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| Summarizing Data through Visual Presentation: Creating the Line Graph | |
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| Single-Case-Design Graphing Guidelines | |
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| Building Intervention Graphs | |
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| Analysis of an Intervention Effect: "Was There a Change?" | |
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| "To What Degree Was There a Change in the Target Behavior(s) When the Intervention Was Implemented (or Removed)?" | |
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| Analysts of a Functional Relationship: "Can We Say That the Intervention Was Responsible for the Observed Change?" | |
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| A-B-A-B Design | |
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| Multiple-Baseline Design | |
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| What Happens If You Can't Document an Intervention Effect? | |
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| Using Quantitative Metrics | |
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| Wrapping Up Design and Analysis | |
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| Intervention Graph (Percent) | |
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| Intervention Graph (Frequency Count) | |
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| Multiple-Baseline Across-Targets Intervention Graphs | |
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| Decisions about Groups | |
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| Tier 1: Is There a Classwide Problem? | |
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| Criteria for Class Median | |
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| Tier 2 | |
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| Who Needs a Tier 2 Intervention? | |
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| Any Surprises or Missed Students? | |
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| What Intervention Is Appropriate?: Category of Deficit | |
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| Is There Anyone for Whom We Should Go Right to Tier 3? | |
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| Decisions about Individual Students | |
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| Selecting an Intervention Target | |
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| Selecting the Intervention | |
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| Monitoring Progress | |
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| Logistics of Strategic and Intensive Measurement | |
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| Case Example | |
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| Evaluating Intervention Effects: Managing Progress Monitoring Data | |
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| Decision-Making Rules | |
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| Dealing with Bounce | |
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| Responding to Inadequate Progress | |
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| Conclusion | |
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| Sample Bare-Bones Intervention Team Meeting Form | |
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| Sample Instructional Planning Form with Instructions | |
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| Special Education Eligibility | |
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| Advantages of a Response-to-Intervention Approach to Eligibility | |
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| Using Data from the Response-to-Intervention Framework for Making Entitlement Decisions | |
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| Essential Conditions to Support a Response-to-Intervention Process | |
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| Criteria for Eligibility under a Response-to-Intervention Framework | |
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| Criticisms of the Response-to-Intervention Approach to Entitlement | |
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| Limited Research to Scale | |
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| Identification of True learning Disabilities | |
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| Overidentification | |
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| Use of Local Norms for Decision Making | |
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| Common Implementation Concerns | |
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| Documentation of Response to Intervention | |
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| Defining the Intensity of Interventions | |
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| Definition of a "Full Evaluation" | |
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| Case Study | |
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| Intervention 1 | |
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| Intervention 2 | |
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| Entitlement Decision | |
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| Conclusion | |
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| Case Review Protocol for Evaluating Integrity of the Problem-Solving Model | |
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| Conclusion | |
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| Backdrop of the RTI Applications Volumes | |
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| Districtwide Response-to-Intervention Professional Development Plan | |
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| Train All Core Response-to-Intervention Teams in the Advanced Applications of Response to Intervention | |
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| Train All Educational Professionals Involved in the Basics of Response to Intervention | |
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| Yearly Retraining in Response-to-Intervention Best Practices | |
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| Final Thoughts | |
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| Sample Response-to-Intervention Training Proposal | |
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| References | |
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| Index | |