Evaluating Educational Interventions: Single-case Design for Measuring Response to Intervention

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Guilford Press, Feb 17, 2009 - Psychology - 214 pages
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This user-friendly, practical book is the first guide to single-case design written specifically for practitioners using response-to-intervention (RTI) models in schools. It provides essential skills for analyzing and presenting data to support valid educational decision making. Step-by-step explanations and many illustrative examples render complex concepts accessible and applicable to day-to-day work with elementary and secondary students. In a large-size format with lay-flat binding for ease of photocopying, the book includes reproducible graphs and forms. Two hands-on appendices offer clear instructions for summarizing and analyzing data using computer spreadsheets.

This book is in The Guilford Practical Intervention in the Schools Series.


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The Nuts and Bolts of SingleCase Design
The Classic ABAB Design
Complex SingleCase Designs
Visual Analysis and Interpretation Strategies for SingleCase Design
Brief Experimental Analysis
A ResponsetoIntervention Model Incorporating Experimental Design
APPENDIX A Summarizing Data through Visual Presentation
APPENDIX B Sample Analysis Techniques with Microsoft Excel

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About the author (2009)

T. Chris Riley-Tillman, PhD, is Associate Professor and Director of Graduate Studies in School Psychology and Pediatric School Psychology at East Carolina University. His research focuses on improving education through the effective application of a problem-solving model. Specifically, he is interested in social behavioral assessment, intervention, single-case design, and consultation. Dr. Riley-Tillman has written numerous articles, books, and book chapters related to these research interests.

Matthew K. Burns, PhD,? is Associate Professor in the Department of Educational Psychology at the University of Minnesota. His research focuses on improving instruction for children with varying abilities and disabilities. Dr. Burns explores the application of learning and ecological theories to assessment and subsequent instruction, and is interested in systemic change to reform the education of children with unique learning needs through measuring children?s response to intervention. He has written numerous articles, books, and book chapters related to these research interests.

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