Assessment for Intervention ─ A Problem-Solving Approach

Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments. Prominent experts demonstrate the key role of assessment throughout the process of supporting at-risk students, from identifying academic and behavioral problems to planning and monitoring interventions. Several chapters include reproducible forms that can be downloaded and printed in a convenient 8 1/2" x 11" size.

New to This Edition
*Reflects current education policy and best practices.
*Seminal chapter on problem solving by Stanley L. Deno has been updated with a revised model.
*All chapters now discuss assessment in the context of multi-tiered systems of support.
*Chapter on working with culturally and linguistically diverse learners.
*Chapter on graphing student data.

See also Response to Intervention, Second Edition, by Rachel Brown-Chidsey and Mark W. Steege, which provides step-by-step guidelines and practical tools for implementing RTI schoolwide.

Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of Educational and School Psychology at the University of Southern Maine. Dr. Brown-Chidsey’s research focuses on evidence-based instructional practices, including MTSS. Dr. Brown-Chidsey has written books and articles addressing RTI, universal screening assessments, and specific reading interventions. She is a certified school psychologist and licensed psychologist in both Alaska and Maine. Prior to obtaining her doctorate, she was a general and special education teacher in western Massachusetts for 10 years.

Kristina J. Andren, PsyD, NCSP, is Assistant Professor of Educational and School Psychology at the University of Southern Maine. Dr. Andren’s research interests include assessment and intervention within an MTSS framework. Her current work focuses on the application of MTSS methods, such as RTI, to reading initiatives and dropout prevention. She is a certified school psychologist and has practiced in Maine schools since 2004.