Synopsis
Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative and grounded in research. Chapters first identify the core features of effective three-tier prevention models and explain their role within a response-to-intervention framework. In-depth case studies then illustrate the experience of implementing distinct models (targeting reading problems, behavior problems, or both) in actual schools across the country. The cases yield vital insights into the process of choosing the right prevention model for a particular school; coordinating faculty teams and building their skills; and making data-based decisions to improve student outcomes.
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About the Author
Charles R. Greenwood, PhD, is Director, Juniper Gardens Children's Project; Senior Scientist, Schiefelbusch Institute for Life Span Studies; and Professor of Applied Behavioral Science at the University of Kansas. Dr. Greenwood's research and publications focus on the development of evidence-based instructional and behavioral interventions. His honors and awards include the Fred S. Keller Award for Outstanding Contribution to the Field of Education from Division 25 of the American Psychological Association (APA). Thomas R. Kratochwill, PhD, is Sears-Bascom Professor; Director of the School Psychology Program; and Director of the Educational and Psychological Training Center at the University of Wisconsin - Madison. He is the author of over 200 journal articles, book chapters, and monographs. Dr. Kratochwill's research contributions have been recognized with numerous awards, including, most recently, the APA Award for Distinguished Career Contributions to Education and Training in Psychology. Melissa Clements, PhD, is a Senior Research Associate at MGT of America, Inc. With expertise in program evaluation, quantitative methods, and large-scale project and data management, Dr. Clements currently directs several program evaluation projects. Previously, she served as Codirector of the Coordination, Consultation, and Evaluation Center at the University of Wisconsin/n-/Madison, where she codirected the K-3 Reading and Behavior Intervention Models project.
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