Intervention Central

Authors: Intervention Central

There are several efficient ways that schools can measure the integrity of interventions.

 As schools implement academic and behavioral interventions, they strive to implement those interventions with consistency and quality in classrooms that are fluid and fast-evolving instruct

  • Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp. 244-251). New York: Springer Publishing.
  • 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.
  • Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.
  • Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
  • Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit timing intervention: The influence of mathematics problem difficulty. Journal of Instructional Psychology, 29(4), 305-311.
  • Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.195-208).
  • Wright, J. (2007). The RTI toolkit: A practical guide for schools. Port Chester, NY: National Professional Resources, Inc.

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