Response to Intervention and Precision Teaching

Creating Synergy in the Classroom
1. Auflage 2012
ISBN: 978-1-4625-0762-7
Verlag: Guilford Publications

Buch, Englisch, 205 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 617 g

Successful implementation of response to intervention (RTI) for academic skills problems requires rigorous progress monitoring. This book shows how the proven instructional technology known as precision teaching (PT) can facilitate progress monitoring while building K-12 students' fluency in reading, writing, math, and the content areas. Detailed instructions help general and special education teachers use PT to target specific skills at all three tiers of RTI, and incorporate it into project-based learning. Of crucial importance for RTI implementers, the book provides explicit procedures for measuring and charting learning outcomes during each PT session, and using the data to fine-tune instruction. Reproducible charts and other useful tools can be downloaded and printed in a convenient 8 1/2" x 11" size.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Johnson, Kent

Street, Elizabeth M

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

1. The Response-to-Intervention Framework
2. Concepts and Principles of Precision Teaching
3. Instructional Design for Precision Teaching
4. Blending Precision Teaching Technology with the Response-to-Intervention Framework
5. Precision Teaching Technology in Practice
6. Precision Teaching in Reading
7. Precision Teaching in Writing
8. Precision Teaching in Mathematics
9. Precision Teaching in the Content Areas
10. Project-Based Inquiry, Building Complex Repertoires, and Ensuring Real-World Competence
Appendix 1. Precision Decisions for the Timings Chart: Data-Driven Decisions for Performance-Based Measures within Sessions
Appendix 2. Using the Timings Chart to Make Within-Session Decisions
Appendix 3. A Timings Standard Celeration Chart
Appendix 4. A Daily per Minute Standard Celeration Chart
Appendix 5. Exercise for Tiemann and Markle's Kinds of Learning

Über Autor(innen)

Kent Johnson, PhD, is the founder and Executive Director of Morningside Academy, in Seattle, Washington. He is a recipient of numerous awards, including the Edward L. Anderson Award in Recognition of Exemplary Contributions to Behavioral Education from the Cambridge Center for Behavioral Studies; the Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute; and the Allyn and Bacon Exemplary Program Award from the Council for Exceptional Children, Division for Learning Disabilities. Dr. Johnson's work focuses on the development of research-based curriculum and teaching methods.

Elizabeth M. Street, EdD, is Professor Emerita of Psychology at Central Washington University, where she served as a faculty member and administrator for 33 years. A board-certified behavior analyst, Dr. Street has consulted to numerous programs that serve children diagnosed with autism spectrum disorders, in addition to her more than 30 years of service as a consultant, trainer, and coach for Morningside Academy.