Effective School Interventions ─ Evidence-Based Strategies for Improving Student Outcomes

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 systems of support (MTSS) or response-to-intervention (RTI) framework. User-friendly features include recommended print and online resources and 16 reproducible forms and handouts. 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.

Matthew K. Burns, PhD, is Associate Dean for Research and Professor of School Psychology in the College of Education at the University of Missouri/n-/Columbia. He is a past Editor of School Psychology Review and Assessment for Effective Intervention. His research focuses on the use of assessment data to determine individual or small-group interventions. Dr. Burns served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years. He has published over 150 articles, book chapters, and books, most related to response to intervention, academic interventions, and facilitating problem-solving teams.
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T. Chris Riley-Tillman, PhD, is Professor and Department Chair in the Department of Educational, School, and Counseling Psychology at the University of Missouri/n-/Columbia. He is an Associate Editor of School Psychology Quarterly and Assessment for Effective Intervention. His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of over 100 articles, book chapters, and books, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the American Psychological Association. He is the Series Editor of The Guilford Practical Intervention in the Schools Series.
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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.


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