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Response to Intervention: Principles and Strategies for Effective Practice (Practical Interventions in the Schools) | 
 enlarge | Authors: Rachel Brown-chidsey, Mark W. Steege
Publisher: The Guilford Press
Category: Book
List Price: $32.00
Buy New: $24.50
You Save: $7.50 (23%)
New (27) Used (8) from $24.50
Avg. Customer Rating:  2 reviews
Sales Rank: 41089
Media: Paperback
Edition: 1
Number Of Items: 1
Pages: 176
Shipping Weight (lbs): 1
Dimensions (in): 10.7 x 8.2 x 0.5
ISBN: 1593852150
Dewey Decimal Number: 371.9
EAN: 9781593852153
ASIN: 1593852150
Publication Date: October 6, 2005
Availability: Usually ships in 1-2 business days
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Product Description
Meeting a key need, this is the first comprehensive guide to implementing a schoolwide response to intervention (RTI) program. The book is geared to helping practitioners understand and respond to No Child Left Behind and to the new special education eligibility guidelines outlined in IDEIA 2004. Presented are the theoretical and empirical foundations of the approach and a clear, 10-step model for conducting RTI procedures with students experiencing learning difficulties. Special features include reproducible planning and implementation worksheets and more than two dozen overhead transparency masters for use in RTI training sessions, with lay-flat binding to facilitate photocopying. For optimal utility, RTI training materials are also available online as PowerPoint slides and PDFs (www.guilford.com/rti).
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| Customer Reviews:
 Very Helpful February 16, 2007
2 out of 4 found this review helpful
This book provides non-biased information on what R.T.I. is. I was able to take the information back to my staff so we can plan our R.T.I. model based on this book. It is easy to read and also provides useful websites.
 A Thorough Explanation and Illustration. August 26, 2006
13 out of 15 found this review helpful
Where I work, we are close to the point in which we will be implementing the Response to Intervention model for determining learning disabled and emotionally disturbed student eligibility. This necessitated my pouring over this book a few times in the last few weeks. I have to recommend it strongly as it would be difficult to imagine a more thorough work concerning this very new subject. Its historical discussion of special education and learning disabilities was excellent as was the authors' review of recent laws and legislation. The authors' description of the ineptitude of the discrepancy model is compelling even for those of us who never endured zoo staffings which were often its inevitable result. For those of us in the field, there are endless forms and figures on these pages which can be used as inspiration behind the forms accompanying our district's transition; although, RTI adoption clearly isn't just a matter of forms. The most exciting aspect is that it will give us an opportunity to develop a new aspect to one's game. Now, we'll utilize scientifically based interventions and be able to initiate them while recording the results. The authors even offer a template for a novel psychological report based upon Response to Intervention. Their creativity and thoroughness was a pleasant surprise.
However, I couldn't give the text five stars as the authors offer only unmitigated support for their subject. This is not good scholarship, nor is it good science. They make no attempt to explain the limitations which may be inherent to the enterprise. They also do not mention what many a practitioner (I hope) has realized since they first heard of it; which is that, contrary to expectations, it will balloon the size of special education because it will now be impossible to limit the number of children who will be eligible for learning disabled services. The slow learners who were once, and wrongfully, turned away will now be identified alongside the deficit students accommodated in the past. Without any mechanism with which to say no, school psychologists--that is those of us did what we were supposed to do for decades--will have to watch as the floodgates open and numbers swell to the point where special education becomes more normal than special. Perhaps I'm wrong, but my allowing for error is something with which the authors should partake.
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