Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score.

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Cognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided through rigid adherence to the treatment manual. The transportability of such interventions to schools will be discussed, highlighting challenges that school psychologists may face, along with addressing important aspects for the successful implementation of treatments. The ACTION treatment program, a highly effective cognitive behavioral intervention for depressed youth, is provided as an example of one such program. Primary treatment components of ACTION are described along with subtleties to effectively train school psychologists who intend to treat depressed youth. The importance of improved training for school psychologists to become effective at implementing cognitive behavioral interventions is highlighted. © 2011 Wiley Periodicals, Inc.

Epidemiological study, level II.

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