Download Academic & Behavioral Interventions, by Kristin N. Johnson Ph.D., Kristopher J. Kaase Ph.D, Jennifer R. Griffin Ph.D.
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Academic & Behavioral Interventions, by Kristin N. Johnson Ph.D., Kristopher J. Kaase Ph.D, Jennifer R. Griffin Ph.D.
Download Academic & Behavioral Interventions, by Kristin N. Johnson Ph.D., Kristopher J. Kaase Ph.D, Jennifer R. Griffin Ph.D.
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How do I manage a student or my child with behavior problems? How can I help my student or child struggling with school work? What intervention strategies really work? What are the steps of the intervention? How do I know if an intervention is being implemented correctly? This book is a culmination of the authors' experiences, practices, and research in answering these questions. This book is for all of the educators and parents who do not have access to expertise or the time to develop interventions. As practitioners who work closely with teachers, students, and others in implementing these interventions, we understand the time constraints on your daily schedule. This book provides detailed step-by-step procedures, fidelity checks, materials, and observations so that you can pick up the intervention strategy and have everything you need to put it into place.
- Sales Rank: #1325717 in Books
- Published on: 2014
- Binding: Spiral-bound
- 422 pages
Most helpful customer reviews
1 of 1 people found the following review helpful.
Great application based resource
By Gary L. Cates
Thank you for the opportunity to review the Academic & Behavioral Interventions: Evidence-Based Interventions for All Students by K. Johnson, K. Kaase, and J. Griffin. This timely text is likely to be a very helpful resource for a variety of professionals including school administrators, teachers, social workers, school psychologists, reading specialist, RtI coordinators, and intervention specialists. Published by the Institute for Evidence-based Reform (TIER), the 422 page text is plastic spiral bound with durable cover and pages. There are numerous components of the text worth noting including its focus, design, and layout.
The focus of this text is on intervention and more specifically intervention outcome. The authors provide a rich resource of interventions for reading, math, active participation/engagement, and social behavior. However, the unique aspect of this book which is undoubtedly going to be most appealing to educators and parents alike is strong guidance in how to implement, tweak, modify, and trouble shoot interventions that is often lacking in most intervention resource books. One strong component of the text that fosters this guidance is the emphasis on treatment integrity through the encouragement of the use of intervention integrity checklists.
The design of is also a major positive characteristic of the book. The authors provide a framework for understanding learning and instruction through a basic instructional hierarchy. By educating the user about how to more effectively connect students the appropriate instructional methods for their respective skill level the user will be better equipped to select and implement the right intervention to more effectively and efficiently address student needs. The text may help the user to more accurately identify, among a host of potentially effective interventions, the most helpful solution.
The layout of the text provides for a quick access to a variety of interventions with a complete description of:
a. who the intervention is designed for by age/grade,
b. where the intervention could be provided (e.g., home, school, clinic etc.),
c. whether it is an individual or group oriented intervention,
d. what instructional skill level the intervention targets (e.g., accuracy, fluency, maintenance, generalization, etc.),
e. the rationale and research support for the intervention,
f. the materials required for implementation,
g. the procedures in a step-by-step format,
h. methods for adjustment/modifications, and
i. a list of references to provide an empirical basis of the intervention’s effectiveness
Although the text provides educators with a plethora of intervention resources for a variety of common issues there is one potential drawback. Specifically the text may be confusing to the reader if they do not read the first 18 pages. Although not called a “chapter” in this book, the first 18 pages is a critical “chapter” to read. The first 18 pages lay the foundation for how to read the book, how to understand the linking of specific interventions to skill problem types, and provides an intervention chart for facilitating this reading and understanding. Many readers may be tempted to just jump right to a given section and pull out any intervention. Although there are many “cookbooks” to interventions, this is certainly not one of them if the reader attends to the first 18 pages.
As a professor of school psychology students with an expertise in academic and behavioral assessment and intervention, my professional judgment is that this text it is a strong resource for anyone interested in understanding and improving individual student outcomes by implementing evidence-based interventions with fidelity.
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