Intervention Central

Authors: Intervention Central

Teaser: 
Schools can learn about the 'critical components' of academic interventions that--when present-- increase the likelihood that these interventions will be implemented with integrity.

 Much of the effort to implement RTI involves the creation of a multi-tiered continuum of high-quality, scientifically valid academic interventions for at-risk students.

References: 
  • Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.
  • Gresham, F. M. (1989). Assessment of treatment integrity in school consultation & prereferral intervention. School Psychology Review, 18, 27-50.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26(2), 257-263.
  • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.
  • Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15.
  • Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

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