1st Edition

Academic and Behavior Supports for At-Risk Students
Tier 2 Interventions



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ISBN 9781462503049
Published April 2, 2012 by Guilford Press
222 Pages

USD $41.00

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Book Description

This user-friendly volume provides evidence-based tools for meeting the needs of the approximately 15% of K to 6 students who would benefit from more support than is universally offered to all students but do not require intensive, individualized intervention. With a unique focus on small-group interventions for both academic and behavioral difficulties, the book addresses externalizing behavior, internalizing behavior, reading, and mathematics. Step-by-step guidelines are presented for screening, selecting interventions, and progress monitoring. Ways to involve families and ensure that practices are culturally responsive are described. In a large-size format with lay-flat binding for easy photocopying, the book includes more than 20 reproducible handouts and forms.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

Table of Contents

1. Laying the Foundation for Tier 2 Interventions
2. The Ecological Context of Tier 2 Supports
3. Tier 2 Interventions for Externalizing Behavior Problems
4. Tier 2 Interventions for Internalizing Behavior Problems
5. Tier 2 Interventions for Reading Difficulties
6. Tier 2 Interventions for Mathematics Difficulties
7. Laying the Foundation for Tier 3 Supports
Epilogue
Appendix. Reproducible Forms

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Author(s)

Biography

Melissa Stormont, PhD, is Associate Professor in the Department of Special Education at the University of Missouri. Dr. Stormont has published more than 60 articles, books, and book chapters related to the educational and social needs of young children who are vulnerable for failure in school, including children with behavior problems, children with attention-deficit/hyperactivity disorder, and children who are homeless. She spent 3 years as a preschool teacher and has conducted extensive field research in Head Start and early childhood settings.

 
Wendy M. Reinke, PhD, is Assistant Professor in the Department of Educational, School and Counseling Psychology at the University of Missouri. Dr. Reinke is the Founder and Co-Director of the Missouri Prevention Center and Co-Investigator for the Johns Hopkins Center for Prevention and Early Intervention. She has published extensively on supporting teachers with classroom management and on prevention and early intervention of disruptive behavior problems in children, and has trained hundreds of school-based coaches around the country to deliver her teacher consultation model.
 
Keith C. Herman, PhD, is Associate Professor in the Department of Educational, School and Counseling Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. In addition to his training in counseling psychology, Dr. Herman completed respecialization training in school psychology at the University of Oregon. He presents nationally and has published over 60 peer-reviewed articles and book chapters. Much of his work focuses on the prevention and early intervention of internalizing disorders and on working with teachers and families to promote effective environments for children.
 
Erica S. Lembke, PhD, is Associate Professor in the Department of Special Education at the University of Missouri, a trainer for the National Center on Response to Intervention, and Vice-President on the national board of the Division for Learning Disabilities of the Council for Exceptional Children (CEC). Dr. Lembke currently serves as the state of Missouri and University of Missouri student advisor for the Student Council for Exceptional Children and received the Susan Phillips Gorin Award for advising from the CEC. Her research and publications focus on the design and implementation of curriculum-based measures in elementary and secondary grades and the development of strategies to improve elementary students’ academic performance.

 

Reviews

"Providing invaluable tools for understanding and implementing Tier 2 interventions, this book is a unique contribution to the literature. I recommend it to educators implementing multi-tiered prevention systems in their schools. In addition, I plan to use it as a text in graduate-level courses dealing with school consultation and systems change."--Cynthia M. Anderson, PhD, Professor and Head, Department of Special Education and Clinical Sciences, University of Oregon

"This book is like the missing link in resources for RTI and positive behavior support, which typically focus on either the bottom (Tier 1) or top (Tier 3) of the triangle. It is the most comprehensive and clearly written resource on Tier 2 that I have seen. It instantly will become an important reference for the field."--Terrance M. Scott, PhD, Professor and Distinguished University Scholar, College of Education and Human Development, University of Louisville

"Many schools have a good handle on instruction and methods for Tiers 1 and 3, yet intervening in Tier 2 seems to remain a mystery! This guide provides specific, practical examples for Tier 2 academic and behavioral interventions that will be extremely helpful to implementers of RTI."--Amber Del Gaiso, EdS, progress monitoring data coach, Special School District, St. Louis County, Missouri

"One of the biggest challenges for educators is what effective interventions for students who do not respond to schoolwide initiatives should look like. This book helps to close the research-to-practice gap by giving specific, effective steps schools can take to support learning for the struggling and at-risk students in Tier 2. The practices presented here can help to improve our teaching, our partnerships, and, ultimately, our students' futures."--Becky Schubkegel, MEd, special educator, Independence, Missouri

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