Evidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. This unique book gives practitioners a research-based framework for working with PreK–12 educators to support the effective delivery of academic, behavioral, and social–emotional interventions. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity. In a large-size format with lay-flat binding for easy photocopying, the book includes 28 reproducible worksheets, strategy guides, and fidelity assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
|Publisher:||Guilford Publications, Inc.|
|Series:||Guilford Practical Intervention in the Schools Series|
|Product dimensions:||7.90(w) x 10.30(h) x 0.70(d)|
About the Author
Lisa M. Hagermoser Sanetti, PhD, BCBA, is Associate Professor in the School Psychology Program at the Neag School of Education, University of Connecticut, where she is also a Research Scientist at the Center for Behavioral Education and Research. She is a recipient of the Lightner Witmer Award for early-career scholarship in school psychology from Division 16 of the American Psychological Association. Dr. Sanetti is a Board Certified Behavior Analyst. Her research interests include implementation science, school-based mental health, and educator wellness. She is the author of over 60 journal articles and book chapters, as well as an edited collection on treatment integrity, and she has made over 100 professional presentations. Melissa A. Collier-Meek, PhD, BCBA, is Assistant Professor in the School Psychology Program at the University of Massachusetts Boston. She is a Board Certified Behavior Analyst. Dr. Collier-Meek consults with teachers, teams, and families to support intervention implementation and build multi-tiered systems of support to promote student behavioral and academic outcomes. Her research interests include implementation science, intervention fidelity assessment, feasible promotion strategies, and consultation. She is the author of over 35 journal articles and book chapters and has made over 80 professional presentations.
Table of Contents
I. Fundamentals 1. Introduction to Intervention Implementation 2. Overview of Implementation Support and Evaluation within a Problem-Solving Model II. Evaluation of Intervention Fidelity and Learner Outcomes 3. Intervention Fidelity Data Collection 4. Data-Based Decision Making: Considering Intervention Fidelity and Learner Outcomes Data III. Implementation Support Strategies 5. Implementation Planning 6. Direct Training 7. Participant Modeling and Role Play 8. Self-Monitoring 9. Motivational Interviewing 10. Performance Feedback IV. Putting It All Together 11. Managing Implementation Supports to Improve Student Achievement, with Ashley M. Boyle References Index
School psychologists, special educators, school counselors, school social workers, behavior analysts, instructional coaches, speech–language pathologists, early interventionists, and occupational therapists working with children ages 4–17 (grades PreK–12); graduate students in these areas. May serve as a text in graduate-level school psychology and special education courses.