Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. User-friendly features include 20 reproducible handouts and forms; the print book has a large-size format with lay-flat binding for easy photocopying. 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.
Robin S. Codding, PhD, is Associate Professor in the Department of Educational Psychology at the University of Minnesota. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding's research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored 50 articles and book chapters.
Robert J. Volpe, PhD, is Associate Professor in the Department of Applied Psychology and Co-Director of the Center for Research in School-based Prevention at Northeastern University. He is 2017 President of the Society for the Study of School Psychology and serves on the editorial advisory boards of Journal of Attention Disorders, Journal of School Psychology, School Psychology Review, and School Mental Health. Dr. Volpe's research focuses on designing academic and behavioral interventions for students with disruptive behavior disorders, and feasible systems for assessing student behavior in problem-solving models. He has authored over 80 articles, book chapters, and books.
Brian C. Poncy, PhD, is Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.
2. Effective Core Math Curriculum and Instruction
3. Math Screening and Determining Student Groups
4. Classwide Math Interventions
5. Computer-Assisted Math Instruction in Schools, with Genevieve Krebs
6. Motivation and Math
7. Core Features of Tiers 2 and 3 Math Interventions
8. Early Numeracy Interventions
9. Basic and Complex Computation Interventions
10. Word-Problem Solving
11. Evaluating Student Progress and Making Intervention Adjustments