Handbook of Response to Intervention

Shane R. Jimerson • Matthew K. Burns   Amanda M. VanDerHeydenEditors

Handbook of Response to Intervention

The Science and Practice of Multi-Tiered Systems of Support

Second Edition

1 C

ISBN 978-1-4899-7567-6 ISBN 978-1-4899-7568-3 (eBook)DOI 10.1007/978-1-4899-7568-3

Library of Congress Control Number: 2015936035

Springer New York Heidelberg Dordrecht London© Springer Science+Business Media New York 2007, 2016This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.

Printed on acid-free paper

Springer Science+Business Media LLC New York is part of Springer Science+Business Media (www.springer.com)

EditorsShane R. JimersonUniversity of California, Santa Barbara Gevirtz Graduate School of EducationSanta BarbaraCAUSA

Matthew K. BurnsUniversity of MissouriColumbia MOUSA

Amanda M. VanDerHeydenEducation Research and Consulting, Inc.FairhopeALUSA

This second edition of the handbook is dedicated to the many professionals who work diligently to educate and enhance the success of students and also to the scholars who inform our understanding of promoting the social and cognitive compe-tence of students at school. By bringing the best of science to professional practice and highlighting lessons learned from implementation efforts across the country, it is hoped that the information presented in this handbook serves as a catalyst that advances the science and practice of assessment and inter-vention at school and, ultimately, promotes enhanced student outcomes.

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Foreword

This handbook of response to intervention (RTI) exceeds all of the lofty goals typically used to describe topical handbooks. Shane Jimerson, Matthew Burns, and Amanda M. VanDerHeyden have edited a book assembling an outstanding group of contributors that form the foundation and pillars for our knowledge on response to intervention or multi-tiered systems of support. Additionally they have organized the content of the book to cover every issue related to response to intervention including the scientific foundations of RTI, psychometric measurement related to RTI, the role of consultation, monitor-ing response to intervention, using technology to facilitate RTI, and RTI and transition planning. In particular, I am impressed with the emphasis on both problem-solving and standardized approaches to RTI—as well as the breadth of coverage of assessment, progress monitoring, and interventions. Unlike many handbooks, this one provides critical information addressing issues for a range of individuals including school leaders, school psychologists, social workers, counselors, academic specialists, general education, and special education teachers. Anyone working on understanding RTI, whether as a scholar conducting research on this topic or a school practitioner searching for solutions to problems related to successful implementation of RTI, will find research-based practice knowledge in this text.

RTI or multi-tiered systems of support provide a framework for screening students with academic and behavior problems across all grades but with an emphasis on identifying students early who require additional instruction. Within the RTI framework are research-based systems for providing inten-sive interventions to accelerate students’ progress, assuring all students are provided with high-quality instructions they need to meet the challenging goals of postsecondary education. RTI is beneficial to all educators not just those who have high numbers of students at risk because it assures that stu-dents’ educational and behavioral needs are monitored with an action-plan for improved outcomes. While there are many ways to implement RTI well, supporting implementation of RTI is essential because it provides a safety net for our most vulnerable students.

Busy professionals are bombarded with information and sifting through it to determine sources that are worth reading—even studying—is a challenging task. This book is a resource worth reading for even the busiest professional.

Sharon Vaughn University of Texas

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Acknowledgments

The editors would like to acknowledge the exceptional efforts of colleagues who contributed to this handbook as authors, and also to Judy Jones and Garth Haller at Springer who were instrumental in bringing this handbook to print. In addition, we are grateful for the extraordinary efforts of numerous individuals who provided reviews of chapters, which further enhanced the quality and contents. The collective efforts of all those involved have resulted in an incredibly informative and valuable second edition of the handbook.

Finally, we acknowledge the tremendous support, inspiration, and perspec-tive that our families provided throughout the development of this handbook. The collective adventures, celebrations, and challenges we have shared have enriched each of us. Our sincere appreciation to the following contributors: Kathryn O’Brien, Gavin Jimerson, Taite Jimerson, Mary Beth Burns, Kate Burns, Matthew Burns, Jr., Chad VanDerHeyden, Benjamin VanDerHeyden, and Kate VanDerHeyden.

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Contents

From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention ................................................................................... 1Shane R. Jimerson, Matthew K. Burns and Amanda M. VanDerHeyden

Part I Foundations of Science

Data-Based Decision-Making .............................................................. 9Stanley L. Deno

Applied Behavior Analysis: A Foundation for Response to Intervention .......................................................................................... 29Scott P. Ardoin, Liliana Wagner and Kathryn E. Bangs

Learning Disabilities/Special Education ............................................ 43John L. Hosp, Sally Huddle, Jeremy W. Ford and Kiersten Hensley

Prevention and Response to Intervention: Past, Present, and Future ............................................................................................ 59Ann C. Schulte

Problem-Solving Consultation ............................................................ 73William P. Erchul and Caryn S. Ward

Part II Foundations of Practice

The Role of Professional Learning Communities in Successful Response to Intervention Implementation ......................................... 89Lori Helman and Kay Rosheim

Response to Intervention and Accountability Systems ..................... 103Timothy J. Runge, David J. Lillenstein and Joseph F. Kovaleski

Multi-Tiered Systems of Support and Evidence-Based Practices ... 121Karen C. Stoiber and Maribeth Gettinger

xii Contents

Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice? .............................................................. 143David H. Allsopp, Jennie L. Farmer and David Hoppey

Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring ............................................................................................ 165Shane R. Jimerson, Rachel Stein, Aaron Haddock and Reza Shahroozi

Part III Tier 1– Assessment, Problem Analysis, and Intervention

Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps ................................... 187Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten and Myeongsun Yoon

The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success .................... 215Asha K. Jitendra and Danielle N. Dupuis

Classroom Reading Instruction for All Students .............................. 235Barbara R. Foorman and Jeanne Wanzek

Classwide Intervention Using Peer-Assisted Learning Strategies ... 253Kristen L. McMaster and Douglas Fuchs

Part IV Tier 2– Assessment, Problem Analysis, and Intervention

Assessment: Periodic Assessment to Monitor Progress .................... 271Benjamin Silberglitt, David Parker and Paul Muyskens

Problem Analysis at Tier 2: Using Data to Find the Category of the Problem ...................................................................................... 293Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas and Lori Helman

Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2 .................................................... 309Lynn S. Fuchs, Douglas Fuchs and Amelia S. Malone

Implementation of Tier 2 Reading Interventions in the Primary Grades ................................................................................................... 329Jeanne Wanzek, Stephanie Al Otaiba and Brandy Gatlin

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Part V Tier 3– Assessment, Problem Analysis, and Intervention

Progress Monitoring for Students Receiving Intensive Academic Intervention ......................................................................................... 343David A. Klingbeil, Tera L. Bradley and Jennifer J. McComas

Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems .............................................................................................. 361Melissa Coolong-Chaffin and Jennifer J. McComas

Tier 3: Intensive Mathematics Intervention Strategies ................... 375Robin S. Codding and Ryan Martin

Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient? ............................................ 389Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanie Wanzek and Joseph Torgesen

Part VI Contemporary Implementation Science

Assuring the Response to Intervention Process Has Substance: Assessing and Supporting Intervention Implementation ................ 407George H. Noell and Kristin A. Gansle

Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response-to-Intervention Service Delivery Framework .......................................................................................... 421Jeremy Miciak, Jack M. Fletcher and Karla K. Stuebing

Contextual Influences and Response to Intervention ...................... 441Amy L. Reschly and Melissa Coolong-Chaffin

Using Single-Case Design in a Response to Intervention Model .... 455T. Chris Riley-Tillman and Daniel M. Maggin

Part VII Contemporary Implementation Topics

Technology-Based Assessment and Problem Analysis ..................... 473Gerald Tindal and Julie Alonzo

Educational Technology and Response to Intervention: Affordances and Considerations ....................................................... 493Janet S. Twyman and Melinda S. Sota

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Response to Intervention for English Learners ................................ 519Diana Socie and Mike Vanderwood

Essential Features of Tier 2 and 3 School-Wide Positive Behavioral Supports ............................................................................ 539Barbara S. Mitchell, Allison L. Bruhn and Timothy J. Lewis

Implementing Response to Intervention in Secondary Schools ....... 563Mark R. Shinn, Holly S. Windram and Kerry A. Bollman

Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood .................................................... 587Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley and Jane Atwater

Teacher Formative Assessment: The Missing Link in Response to Intervention ...................................................................................... 607Linda A. Reddy, Christopher M. Dudek and Elisa S. Shernoff

Part VIII Effective Contemporary Models

Challenges Faced by New Implementation Sites: The Role of Culture in the Change Process ............................................................ 627Dawn Miller and Rachel Freeman

Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement .............................................. 641Kim Gibbons and W. Alan Coulter

Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania ................... 661Edward S. Shapiro

Data-Based Decision-Making, the Problem-Solving Model, and Response to Intervention in the Minneapolis Public Schools .......... 677Doug Marston, Matthew Lau, Paul Muyskens and Jennifer Wilson

Implementing Response to Intervention in a Rural Setting............. 693Renee Guy, Amanda Fields and Lynn Edwards

xvContents

School-wide Positive Behavior Support and Response to Intervention: System Similarities, Distinctions, and Research to Date at the Universal Level of Support ............................................. 703Timothy J. Lewis, Barbara S. Mitchell,D. Tichelle Bruntmeyer and George Sugai

Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support ...................................................... 719Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden and Stanley L. Deno

Index ..................................................................................................... 733

xvii

About the Editors

Shane R. Jimerson Ph.D. is the chair and professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara. Currently, Dr. Jimerson is the editor of School Psychology Quarterly published by the American Psychological Association, and Presi-dent-Elect of the International School Psychology Association. He was also recently the president of Division 16 (School Psychology) of the American Psychological Association. He has contributed over 200 presentations during the past 15 years to diverse audiences of students, scholars, and profession-als across more than 25 countries, including, Australia, Bangladesh, Canada, China, Denmark, England, Estonia, Finland, France, Germany, Greece, Hong Kong, India, Ireland, Jamaica, Japan, Latvia, Lithuania, Macau, Malta, Puer-to Rico, the Netherlands, New Zealand, Portugal, Spain, and the USA. Dr. Jimerson is the co-founder of the International Institute of School Psychol-ogy (http://mina.education.ucsb.edu/jimerson/IISP/index.html). Among over 300 publications, Dr. Jimerson is the editor of and contributor to a special issue of The California School Psychologist journal addressing the topic of response to intervention and problem-solving strategies, entitled, Response to Interventions Approaches: Supporting Early and Sustained Success for all Students. He is also the lead-editor of The Handbook of School Violence and School Safety: International Research and Practice 2nd Edition (2012, Routledge), co-editor of Best Practices in School Crisis Prevention and In-tervention 2nd Edition (2012, National Association of School Psychologists), The Handbook of Bullying in Schools: An International Perspective (2010, Routledge), the lead-editor of The Handbook of International School Psy-chology (2007, SAGE Publishing), and the lead editor of The Handbook of Response to Intervention: The Science and Practice of Assessment and Inter-vention (2007, Springer Science). He is also co-author of School Crisis Pre-vention and Intervention: The PREPaRE Model (2009, National Association of School Psychologists), a co-author of a five-book grief support group cur-riculum series The Mourning Child Grief Support Group Curriculum (2001, Taylor and Francis), co-author of Identifying, Assessing, and Treating Autism at School (2006, Springer Science), co-author of Identifying, Assessing, and Treating Conduct Disorder at School (2008, Springer Science), co-author of Identifying, Assessing, and Treating PTSD at School (2008, Springer Sci-ence), co-author of Identifying, Assessing, and Treating ADHD at School (2009, Springer Science), and co-author of the Promoting Positive Peer Re-lationships (P3R): Bullying Prevention Program (2008, Stories of Us). He

xviii About the Editors

has also served as the editor of The California School Psychologist journal, associate editor of School Psychology Review, and the editorial boards of numerous journals including the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international lev-els, including, vice president for Convention Affairs and Public Relations of Division 16 (School Psychology) American Psychological Association, chair of the Research Committee of the International School Psychology Associa-tion, chair of the Division 16 (School Psychology) conference proceedings for the American Psychological Association conference, and chair of the School Psychology Research Collaboration Conference. The quality and contribu-tions of his scholarship are reflected in the numerous awards and recogni-tion that he has received. Dr. Jimerson received the Best Research Article of the Year Award from the Society for the Study of School Psychology, in 1998 and then again in 2000. He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists’, School Psychology Review. Also in 2001, he was elected to membership in the Society for the Study of School Psychology. Dr. Jimerson’s scholarly ef-forts were also recognized by the American Educational Research Associa-tion with the 2002 Early Career Award in Human Development. He and his UCSB research team received the 2003 Outstanding Research Award from the California Association of School Psychologists. Also during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Asso-ciation. He and his UCSB research team also received the 2004 Outstanding Research Award from the California Association of School Psychologists. In 2006, Dr. Jimerson received the President’s Award for Exemplary Contribu-tions from the California Association of School Psychologists. In 2007, Dr. Jimerson was elected fellow of the American Psychological Association, Di-vision 16 (School Psychology). Dr. Jimerson received the 2010 Outstanding Contributions Award from the American Psychological Association, Division 16 (School Psychology). Dr. Jimerson presented the 2012 Evan Brown Dis-tinguished Lecture at the University of Nebraska, Omaha and also received the 2012 Ronda Talley Distinguished Leader and Advocate Award from In-diana University. In 2013 Dr. Jimerson was elected Fellow of the American Psychological Association, Division 52 (International Psychology) and also received the Outstanding Contributions Award from the American Psycho-logical Association, Division 16 (School Psychology). Dr. Jimerson received the 2014 Award of Excellence for Distinguished Contributions to School Cri-sis Management from the National Association of School Psychologists and he also received the 2014 Outstanding International Psychologist Award from the American Psychological Association, Division 52 (International Psychol-ogy). His international professional and scholarly activities aim to advance and promote science, practice, and policy relevant to school psychology, in an effort to benefit children, families, and communities across the country and throughout the world.

xixAbout the Editors

Matthew K. Burns Ph.D. is the Associate Dean for Research and Profes-sor of School Psychology with the College of Education at the University of Missouri. Dr. Burns has published over 200 articles and book chapters in national publications, and has procured over $ 11 million of external funding to support his research. He has also co-authored or co-edited 12 books includ-ing Advanced RTI Applications, Volumes 1 and 2, Response to Intervention Implementation in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices (2nd edition), A Guide to Refining and Retooling School Psychological Practice in the Era of RtI, Single Case Design for Mea-suring Response to Educational Intervention, and Curriculum-Based Assess-ment for Instructional Design: Using Data to Individualize Instruction. Dr. Burns is the editor of School Psychology Review and past editor of Assess-ment for Effective Intervention. He has received numerous awards including the 2013 Discovery Award for Distinction in Educational Research from the Midwest Instructional Leadership Council and the 2011 Evidence of Scien-tific Research Education Award from the Minnesota Consortium for Evidence in Education. Finally, Dr. Burns is a highly sought after national speaker and has delivered over 70 invited or keynote presentations to national, regional, or state conferences, and has worked with dozens of schools across the coun-try in implementing response to intervention.

Amanda M. VanDerHeyden Ph.D. is a private consultant and researcher who has directed and evaluated numerous school-wide intervention and reform efforts and her work has been featured on “Education News Parents Can Use” on PBS and The Learning Channel. Dr. VanDerHeyden has held faculty positions at Louisiana State University Health Sciences Center and University of California at Santa Barbara. She is the president of Education Research & Consulting, Inc. in Fairhope. Dr. VanDerHeyden serves as a for-mer scientific advisor to the RTI Action Network at the National Center for Learning Disabilities, iSTEEP (a web-based data management system), and the Center on Innovations in Learning. She is a former guest and standing panel member for the Institute for Education Sciences at the U.S. Department of Education, and serves on the board of trustees for the Southwest Develop-ment Laboratory (SEDL, one of 10 regional laboratories funded by the US Department of Education). Dr. VanDerHeyden has published more than 70 scholarly articles and chapters, 6 books, and has given keynote addresses to state school psychology associations and state departments of education in 22 states. She is the co-author of the Evidence-Based Mathematics Innovation Configuration for the National Comprehensive Center for Teacher Quality at Vanderbilt University and now the Collaborator for Effective Education Development, Accountability, and Reform at University of Florida. Her most recent book (The RTI Approach to Evaluating Learning Disabilities) was fea-tured at a forum for policymakers hosted by the National Center for Learning Disabilities as a best-practice guide for identifying and serving children with Learning Disabilities in October of 2013 in New York, NY. She actively con-ducts research focused on improving learning outcomes for students and her scholarly work has been recognized in the form of article of the year award in 2007 from Journal of School Psychology, the Lightner Witmer Early Career

xx About the Editors

Contributions Award from Division 16 (School Psychology) of the Ameri-can Psychological Association, and her 2012 induction into the 100-member Society for the Study of School Psychology.

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Contributors

Jill Allor Southern Methodist University, Dallas, USA

David H. Allsopp Tampa, USA

Julie Alonzo University of Oregon, Eugene, USA

Scott P. Ardoin Department of Educational Psychology, University of Georgia, Athens, Georgia

Jane Atwater University of Kansas, Kansas City, KS, USA

Kathryn E. Bangs Department of Educational Psychology, University of Georgia, Athens, Georgia

Kerry A. Bollman TIES, Cleveland Heights, USA

Tracy A. Bradfield University of Minnesota, Minneapolis, MN, USA

Tera L. Bradley Boling Center for Developmental Disabilities, Memphis, USA

Allison L. Bruhn University of Iowa, Iowa City, USA

D. Tichelle Bruntmeyer University of Missouri, Columbia, USA

Matthew K. Burns Department of Educational Psychology, University of Missouri, Missouri, USA

University of Missouri, Minneapolis, USA

University of Missouri, Columbia, MO, USA

Judith J. Carta University of Kansas, Kansas City, KS, USA

Nathan H. Clemens Texas A&M University, College Station, USA

Robin S. Codding University of Massachusetts-Boston, Boston, USA

Melissa Coolong-Chaffin University of Wisconsin—Eau Claire, Eau Claire, USA

University of Wisconsin, Eau Claire, USA

W. Alan Coulter TIERS Group, Human Development Center, LSU Health Sciences Center—New Orleans, New Orleans, LA, USA

xxii Contributors

Stanley L. Deno Department of Educational Psychology, University of Minnesota, Minnesota, USA

University of Minnesota, Minneapolis, MN, USA

Christopher M. Dudek Rutgers University, New Brunswick, USA

Danielle N. Dupuis Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA

Lynn Edwards University of Minnesota, Minneapolis, USA

William P. Erchul Arizona State University, Tempe, AZ, USA

Jennie L. Farmer Tampa, USA

Amanda Fields Luverne Public Schools, Luverne, USA

Jack M. Fletcher Department of Psychology and Texas Institute for Mea-surement, Evaluation, and Statistics, University of Houston, Houston, TX, USA

Barbara R. Foorman Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA

Jeremy W. Ford Boise State University, Idaho, USA

Rachel Freeman University of Minneosota, Minneapolis, USA

Douglas Fuchs Peabody College of Vanderbilt University, Nashville, USA

Vanderbilt University, Nashville, TN, USA

Lynn S. Fuchs Vanderbilt University, Nashville, TN, USA

Kristin A. Gansle Louisiana State University, Baton Rouge, LA, USA

Brandy Gatlin Florida State University, Tallahassee, FL, USA

Maribeth Gettinger University of Wisconsin, Madison, WI, USA

Kim Gibbons St. Croix River Education District, Rush City, MN, USA

Howard Goldstein University of South Florida, Tampa, FL, USA

Charles R. Greenwood University of Kansas, Kansas City, KS, USA

Luana Greulich Andrews University, Berrien Springs, USA

Gabriela Guerrero University of Kansas, Kansas City, KS, USA

Renee Guy Luverne Public Schools, Luverne, USA

Aaron Haddock University of California, Santa Barbara, USA

Matthew Hall University of Minnesota, Minneapolis, USA

Lori Helman University of Minnesota, Minneapolis, USA

Kiersten Hensley Minnesota State University, Mankato, MN, USA

xxiiiContributors

David Hoppey Tampa, USA

John L. Hosp University of Iowa, Iowa, USA

Sally Huddle Iowa Wesleyan College, Iowa, USA

Shane R. Jimerson University of California, Santa Barbara, CA, USA

Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, USA

Asha K. Jitendra Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA

Ruth Kaminski Dynamic Measurement Group, Eugene, OR, USA

Abbey C. Karich University of Minnesota, Minneapolis, USA

Milena A. Keller-Margulis University of Houston, Houston, USA

Elizabeth Kelley University of MIssouri, Minneapolis, MN, USA

David A. Klingbeil University of Wisconsin-Milwaukee, Milwaukee, USA

Joseph F. Kovaleski Indiana University of Pennsylvania, Indiana, USA

Matthew Lau Minneapolis Public Schools, Minneapolis, USA

Timothy J. Lewis University of Missouri, Columbia, USA

David J. Lillenstein Derry Township (PA) School District, Hershey, USA

Maura Linas University of Kansas, Minneapolis, MN, USA

Daniel M. Maggin University of Illinois at Chicago, Chicago, USA

Kathrin E. Maki University of Minnesota, Minneapolis, USA

Amelia S. Malone Vanderbilt University, Nashville, TN, USA

Doug Marston Minneapolis Public Schools, Minneapolis, USA

Ryan Martin University of Massachusetts-Boston, Boston, USA

Jennifer J. McComas University of Minnesota, Minneapolis, USA

Scott R. McConnell University of Minnesota, Minneapolis, MN, USA

Kristen L. McMaster University of Minnesota, Minneapolis, USA

Jeremy Miciak Department of Psychology and Texas Institute for Measure-ment, Evaluation, and Statistics, University of Houston, Houston, TX, USA

Dawn Miller University of Kansas, Lawrence, USA

Barbara S. Mitchell University of Missouri, Columbia, USA

Paul Muyskens TIES, Saint Paul, USA

Minneapolis Public Schools, Minneapolis, USA

George H. Noell Louisiana State University, Baton Rouge, LA, USA

xxiv Contributors

Stephanie Al Otaiba Southern Methodist University, Dallas, TX, USA

Southern Methodist University, Dallas, USA

Miriam Ortiz Southern Methodist University, Dallas, USA

David Parker ServeMinnesota, Minneapolis, USA

Linda A. Reddy Rutgers University, New Brunswick, USA

Amy L. Reschly University of Georgia, Athens, USA

T. Chris Riley-Tillman University of Missouri, Columbia, MO, USA

Kay Rosheim University of Minnesota, Minneapolis, USA

Timothy J. Runge Indiana University of Pennsylvania, Indiana, USA

Timothy Scholten Ossining Union Free School District, New York, USA

Ann C. Schulte T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA

Reza Shahroozi University of California, Santa Barbara, USA

Edward S. Shapiro Center for Promoting Research to Practice, Lehigh Uni-versity, Bethlehem, USA

Elisa S. Shernoff Rutgers University, New Brunswick, USA

Mark R. Shinn National Louis University, Chicago, USA

Benjamin Silberglitt TIES, Saint Paul, USA

Diana Socie University of California, Riverside, CA, USA

Melinda S. Sota Illinois, USA

Rachel Stein University of California, Santa Barbara, USA

Karen C. Stoiber Univerisity of Wisconsin, Milwaukee, WI, USA

Karla K. Stuebing Department of Psychology and Texas Institute for Mea-surement, Evaluation, and Statistics, University of Houston, Houston, TX, USA

George Sugai University of Connecticut, Storrs, USA

Gerald Tindal University of Oregon, Eugene, USA

Joseph Torgesen Florida Center for Reading Research, Florida State Uni-versity, Tallahassee, USA

Janet S. Twyman University of Massachusetts Medical School/Shriver Center and The Center on Innovations in Learning, NY, UK

Amanda M. VanDerHeyden Education Research & Consulting, Inc., Fairhope, AL, USA

Mike Vanderwood University of California, Riverside, CA, USA

xxvContributors

Alisha Wackerle-Hollman University of Minnesota, Minneapolis, MN, USA

Liliana Wagner Department of Educational Psychology, University of Georgia, Athens, Georgia

Jeanie Wanzek Florida Center for Reading Research, Florida State Univer-sity, Tallahassee, USA

Jeanne Wanzek Florida Center for Reading Research, Florida State Univer-sity, Tallahassee, FL, USA

Florida State University, Tallahassee, FL, USA

Caryn S. Ward University of North Carolina, Chapel Hill, USA

Jennifer Wilson University of Minnesota, Minneapolis, USA

Holly S. Windram Hope Network, Michigan Education Corps, Grand Rapids, USA

Myeongsun Yoon Texas A&M University, College Station, USA