Handbook of Response to Intervention

Jimerson, Shane R.; Burns, Matthew K.; VanDerHeyden, Amanda M.

doi:10.1007/978-0-387-49053-3

Cited by 93 publications

(9 citation statements)

References 117 publications

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“…Although multiple studies have identified early predictors of word recognition, substantially fewer have investigated early predictors of listening comprehension. Educators currently work most often within a Response-To-Intervention (RTI) model (Fuchs, Mock, Morgan, & Young, 2003;Jimerson, Burns, & VanDerHeyden, 2007) to determine who is at risk for reading disability. Within most RTI models, word reading is the focus of early assessment and intervention (Ukrainetz, 2006).…”

Section: Predictors Of Listening Comprehensionmentioning

confidence: 99%

Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

Alonzo

Yeomans-Maldonado

Murphy

et al. 2016

Topics in Language Disorders

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Section: Predictors Of Listening Comprehensionmentioning

confidence: 99%

Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

Alonzo

Yeomans-Maldonado

Murphy

et al. 2016

Topics in Language Disorders

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“…Federal and state legislation (e.g., Individuals with Disabilities Education Improvement Act, 2004), calls from professional organizations (National Association of School Psychologists, 2002), and emerging lines of scholarship have resulted in increasing attention toward multitiered frameworks of service delivery (Jimerson, Burns, & VanDerHeyden, 2007, 2015). Research has yielded numerous strategies and tools that form the foundation of each service delivery tier, including universal prevention strategies, targeted and intensive interventions, and assessment methods suitable for use in screening, progress monitoring, or problem identification.…”

mentioning

confidence: 99%

“…Decades of research have generated support for MTSS frameworks as comprehensive models of service delivery across two primary domains: academics and social behavior (Barnett, Eber, & Weist, 2013; Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008; Fixsen & Blase, 2008; Jimerson et al, 2007, 2015; VanDerHeyden, Witt, & Gilbertson, 2007). Though MTSS frameworks, such as Positive Behavioral Interventions and Supports (PBIS), have demonstrated relevance to social behavior concerns (e.g., externalizing problems, attention difficulties), research has not yielded recommendations for MTSS frameworks targeting internalizing problems associated with disturbances in emotion and mood (e.g., depression, anxiety; McIntosh, Ty, & Miller, 2014).…”

mentioning

confidence: 99%

Understanding mental health intervention and assessment within a multi-tiered framework: Contemporary science, practice, and policy.

Kilgus

Reinke

Jimerson

2015

School Psychology Quarterly

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This special topic section features research regarding practices that will support mental health service delivery within a school-based multitiered framework. The articles include data and discussions regarding the evaluation of universal, targeted, or intensive intervention addressing mental health concerns and assessment tools intended for use in screening, progress monitoring, or problem identification. The featured interventions and assessment practices are suitable for use within a service delivery model that prioritizes ecological theory, data-based decision making, and problem solving logic. Each article includes a conceptualization of how the intervention/assessment of interest fits into a school-based multitiered framework and information about feasibility and utility of the practice in school-based settings. These articles highlight the use of mental health intervention and assessment within a multitiered problem-solving framework, and will hopefully stimulate interest in and further scholarship on this important topic.

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“…In addition, syntheses have been conducted to examine the efficacy of intensive interventions across the early grades, K–3 (Al Otaiba & Fuchs, 2002; Burns, Appleton, & Stehouwer, 2005; D. Fuchs, Mock, Morgan, & Young, 2003; Gersten et al, 2009; Hill, King, Lemons, & Partanen, 2012; Jimerson, Burns, & VanDerHeyden, 2007; Nelson, Benner, & Gonzalez, 2003; Wanzek & Vaughn, 2007).…”

mentioning

confidence: 99%