Response to Intervention and Precision Teaching: Creating Synergy in the Classroom

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Guilford Press, Nov 29, 2012 - Psychology - 205 pages
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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.

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Chapter 1 The ResponsetoIntervention Framework
Chapter 2 Concepts and Principles of Precision Teaching
Chapter 3 Instructional Design for Precision Teaching
Chapter 4 Blending Precision Teaching Technology with the ResponsetoIntervention Framework
Chapter 5 Precision Teaching Technology in Practice
Chapter 6 Precision Teaching in Reading
Chapter 7 Precision Teaching in Writing
Chapter 8 Precision Teaching in Mathematics
Chapter 10 ProjectBased Learning Building Complex Repertoires and Ensuring RealWorld Competence
DataDriven Decisions for PerformanceBased Measures within Sessions
Appendix 2 Using the Timings Chart to Make WithinSession Decisions
Appendix 3 A Timings Standard Celeration Chart
Appendix 4 A Daily per Minute Standard Celeration Chart
Appendix 5 Exercise for Tiemann and Markles Kinds of Learning

Chapter 9 Precision Teaching in the Content Areas

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About the author (2012)

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.

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