Verfügbarkeit: RTI applications | Technische Universität München

RTI applications: 1 Academic and behavioral interventions

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Bibliographische Detailangaben
Beteiligte Personen:	Burns, Matthew K. (VerfasserIn), Riley-Tillman, T. Chris (VerfasserIn), VanDerHeyden, Amanda M. (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	New York [u.a.] Guildford Press 2012
Schriftenreihe:	Practical intervention in the schools series
Schlagwörter:	Schüler Lernbehinderung Didaktik
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024884075&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	XIV, 226 S. graph. Darst.
ISBN:	9781462503544

Internformat

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Datensatz im Suchindex

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adam_text	IMAGE 1 CONTENTS 1. INTRODUETION OVERVIEW 1 WHAT ARE EVIDENCE-BASED INTERVENTIONS? 2 EVIDENCE-BASED INTERVENTIONS AND RESPONSE TO INTERVENTION 4 PROBLEM ANALYSIS AND RESPONSE TO INTERVENTION 4 PROBLEM ANALYSIS AND INDIVIDUAL INTERVENTIONS 5 THE INSTRUCTIONAL HIERARCHY AND RESPONSE-TO-INTERVENTION DECISIONS 6 THE BOOK 7 2. MATCHING THE RIGHT INTERVENTION TO THE STUDENT OVERVIEW 8 THE INSTRUCTIONAL HIERARCHY AS A PROBLEM-ANALYSIS FRAMEWORK 9 STUDENT PROFICIENCY IS LINKED TO INTERVENTION USING THE STAGES OF LEARNING 11 DETERMINING THE STAGE OF LEARNING 17 CONCLUSION 20 3. SELEETING GROUP INTERVENTIONS: IDENTIFYING A CLASSWIDE PROBLEM OVERVIEW 24 STEP 1: SELECT SCREENING TASKS 25 STEP 2: ENSURE ADEQUACY OF SCREENING DATA 26 STEP 3: EVALUATE SCREENING DATA TO IDENTIFY GRADEWIDE AND CLASSWIDE LEARNING PROBLEMS 27 STEP 4: IDENTIFY PATTERNS IN THE DATA 29 STEP 5: PLAN CORE SOLUTIONS 30 STEP 6: PLAN SUPPLEMENTAL INTERVENTION 31 CONCLUSION 33 4. WHOLE-SEHOOL BEHAVIORAL INTERVENTIONS OVERVIEW 36 SPECIFIC ISSUES OF BEHAVIORAL INTERVENTION AT THE WHOLE-SCHOOL LEVEL 37 UNIVERSAL BUY-IN 37 STAFF UNDERSTANDING 38 XI 8 24 36 IMAGE 2 XII CONTENTS VERSATILITY OF RULES AND EXPECTATIONS TO MAXIMIZE UNIVERSAL APPLICATION 39 INTERVENTION FEASIBILITY 39 MULTIPLE LEVELS OF OUTCOME DATA (SCHOOL, CLASSROOM, CHILD) 40 EVIDENCE-BASED WHOLE-SCHOOL BEHAVIORAL INTERVENTION PROGRAMS 40 SCHOOLWIDE BEHAVIORAL EXPECTATIONS 42 TEACHING, PROMPTING, AND REINFORCING APPROPRIATE BEHAVIORS 43 DATA COLLECTION 44 RESEARCH REGARDING USE OF SCHOOLWIDE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT 45 CONCLUSION 45 5. SMALL-GROUP ACADEMIC INTERVENTIONS OVERVIEW 46 IDENTIFYING THE CATEGORY OF THE PROBLEM 47 TENETS OF AN EFFECTIVE SMALL-GROUP INTERVENTION 49 SERVICE DELIVERY 50 EFFECTIVENESS 52 COST 52 SMALL-GROUP ACADEMIC INTERVENTION PROGRAMS 53 CONCLUSION 55 6. CLASSWIDE/SMALL-GROUP BEHAVIORAL INTERVENTIONS OVERVIEW 60 STEP 1: SELECT SCREENING TASKS 60 OFFICE DISCIPLINE REFERRAL 61 SYSTEMATIC DIRECT OBSERVATION 62 BEHAVIOR RATING SCALES 64 DIRECT BEHAVIOR RATING 64 BEHAVIOR SCREENING TOOLS OVERVIEW 65 STEP 2: ENSURE ADEQUACY OF SCREENING DATA 66 STEP 3: EVALUATE SCREENING DATA TO IDENTIFY CLASSWIDE OR SMALL-GROUP SOCIAL BEHAVIOR PROBLEMS 66 STEP 4: IDENTIFY PATTERNS IN THE DATA 67 STEP 5: PLAN CORE SOLUTIONS 69 STEP 6: PLAN SUPPLEMENTAL INTERVENTION 70 CONCLUSION 70 7. ACADEMIC ACQUISITION INTERVENTIONS SPECIFIC ISSUES OF ACADEMIC ACQUISITION INTERVENTIONS AT THE INDIVIDUAL LEVEL 84 TASK ANALYSIS 85 EXPLICIT INSTRUCTION WITH MODELING 86 IMMEDIATE CORRECTIVE FEEDBACK 87 CONCLUSION 87 46 60 83 8. BEHAVIORAL ACQUISITION INTERVENTIONS 111 OVERVIEW 111 SPECIFIC ISSUES OFBEHAVIORAL ACQUISITION INTERVENTION AT THE INDIVIDUAL LEVEL 111 DOES THE CHILD KNOW WHAT TO DO? 112 CAN THE CHILD DO THE BEHAVIOR? 112 CONCLUSION 115 IMAGE 3 CONTENTS 9. AEADEMIC FLUENEY-BUILDING INTERVENTIONS OVERVIEW 121 CONTROLIED PRACTICE 123 MONITORING PROGRESS 124 CONDUSION 124 10. BEHAVIORAL PROFICIENEY-BUILDING INTERVENTIONS OVERVIEW 142 IS THE CHILD READY FOR PROFICIENCY-BUILDING INTERVENTIONS? 143 BEHAVIORS HAPPENFOR A REASON 143 ANTECEDENTS TO BEHAVIORS 144 CONSEQUENCES OF BEHAVIORS 144 POSITIVE REINFORCEMENT 145 NEGATIVE REINFORCEMENT 146 POSITIVE PUNISHMENT 146 NEGATIVE PUNISHMENT 146 COMMON REASONS WHY CHILDREN MISBEHAVE 148 1NAPPROPRIATE BEHAVIOR IS POSITIVELY REINFORCED 148 1NAPPROPRIATE BEHAVIOR IS NEGATIVELY REINFORCED 149 APPROPRIATE BEHAVIOR IS POSITIVELY PUNISHED 150 APPROPRIATE BEHAVIOR IS NEGATIVELY PUNISHED (RESULTING IN A LASS OF SAMETHING DESIRED) 151 REINFORCEMENT SELECTION PROCEDURES 151 TEACHER NOMINATION OF POTENTIALLY REINFORCING STIMULI 152 REINFORCER ASSESSMENT SURVEY 152 FORCED-CHOICE STIMULUS PREFERENCE ASSESSMENT 152 ASSESSING REINFORCER EFFECTIVENESS 153 MUST A FORMAL ASSESSMENT OF PREFERENCES BE DONE? 153 SCHEDULES OF REINFORCEMENT 154 FIXED RATIO 154 VARIABLE RATIO 154 FIXED INTERVAL 155 VARIABLE INTERVAL 155 NONCONTINGENT REINFORCEMENT 155 CONCLUSION 156 11. MAINTENANEE AND GENERALIZATION OF BEHAVIORAL INTERVENTIONS OVERVIEW 169 SPECIFIC ISSUES WHEN PROGRAMMING FOR THE MAINTENANCE AND GENERALIZATION OF BEHAVIORAL GAINS 169 GENERALIZATION: WHAT IS 1T AND WHY DOES 1T MATTER? 169 TRAIN AND HOPE (STOKES & BAER, 1977) 171 USE WHAT IS ALREADY WORKINGFOR THE STUDENT: EXPLOIT CURRENT FUNCTIONAL CONTINGENCIES (STOKES & OSNES, 1989) 171 TRAIN DIVERSELY (STOKES & OSNES, 1989) 173 1NTRODUCE A NEW PROMPT OR CONSEQUENCE THAT WILL WORK IN THE NATURAL ENVIRONMENT: 1NCORPORATE FUNCTIONAL MEDIATARS (STOKES & OSNES, 1989) 175 SCHOOL-BASED BEHAVIORAL INTERVENTION APPLICATION OF PROGRAMMING FOR GENERALIZATION 176 TRAIN AND HOPE (STOKES & BAER, 1977) 177 EXPLOIT CURRENT FUNCTIONAL CONTINGENCIES (STOKES & OSNES, 1989) 177 XIII 121 142 169 IMAGE 4 XIV CONTENTS TRAIN DIVERSELY (STOKES & OSNES, 1989) 178 INCORPORATE FUNCTIONAL MEDIATORS (STOKES & OSNES, 1989) 179 CONCLUSION 179 12. MAINTENANEE AND GENERALIZATION OF AEADEMIC INTERVENTIONS 186 OVERVIEW 186 MAINTENANCE AND GENERALIZATION AS PART OF THE LEARNING PROCESS 186 SCHOOL- BASED BEHAVIORAL INTERVENTION APPLICATION OF PROGRAMMING FAR GENERALIZATION 187 TRAIN AND HOPE (STOKES & BAER, 1977) 188 EXPLOIT CURRENT FUNCTIONAL CONTINGENCIES (STOKES & OSNES, 1989) 189 TRAIN DIVERSELY (STOKES & OSNES, 1989) 190 INCORPORATE FUNCTIONAL MEDIATORS (STOKES & OSNES, 1989) 190 CONCLUSION 191 13. PUTTING IT ALL TOGETHER 200 OVERVIEW 200 FIRST THINGS FIRST: IMPLEMENTATION INTEGRITY 200 PUTTING ALL OF THE PIECES IN PLACE 202 CLASSWIDE INTERVENTIONS 203 SMALL-GROUP INTERVENTIONS 203 INDIVIDUAL INTERVENTIONS 204 CONCLUSION 208 REFERENEES 209 INDEX 223
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author	Burns, Matthew K. Burns, Matthew K. Riley-Tillman, T. Chris VanDerHeyden, Amanda M.
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ctrlnum	(OCoLC)796192115 (DE-599)BVBBV040027105
discipline	Pädagogik
format	Book
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illustrated	Illustrated
indexdate	2024-12-20T16:07:33Z
institution	BVB
isbn	9781462503544
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-024884075
oclc_num	796192115
open_access_boolean
owner	DE-29
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physical	XIV, 226 S. graph. Darst.
publishDate	2012
publishDateSearch	2012
publishDateSort	2012
publisher	Guildford Press
record_format	marc
series2	Practical intervention in the schools series
spellingShingle	Burns, Matthew K. Burns, Matthew K. Riley-Tillman, T. Chris VanDerHeyden, Amanda M. RTI applications Schüler (DE-588)4053369-4 gnd Lernbehinderung (DE-588)4123636-1 gnd Didaktik (DE-588)4070463-4 gnd
subject_GND	(DE-588)4053369-4 (DE-588)4123636-1 (DE-588)4070463-4
title	RTI applications
title_auth	RTI applications
title_exact_search	RTI applications
title_full	RTI applications 1 Academic and behavioral interventions Matthew K. Burns
title_fullStr	RTI applications 1 Academic and behavioral interventions Matthew K. Burns
title_full_unstemmed	RTI applications 1 Academic and behavioral interventions Matthew K. Burns
title_short	RTI applications
title_sort	rti applications academic and behavioral interventions
topic	Schüler (DE-588)4053369-4 gnd Lernbehinderung (DE-588)4123636-1 gnd Didaktik (DE-588)4070463-4 gnd
topic_facet	Schüler Lernbehinderung Didaktik
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024884075&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
volume_link	(DE-604)BV040027097
work_keys_str_mv	AT burnsmatthewk rtiapplications1 AT rileytillmantchris rtiapplications1 AT vanderheydenamandam rtiapplications1

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