Professional development in implementing and sustaining multitier prevention models: Implications for response to intervention

School Psychology Review

Volumn 36, Issue 4, 2007, Pages 618-631

  Kratochwill, Thomas R ^a   Volpiansky, Paula ^b   Clements, Melissa ^c   Ball, Carrie ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b Wisconsin Department of Public Instruction   (United States)

^c MGT of America ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38549134561     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (50)

1. Begeny, J. C., & Martens, B. K. (2006). Assessing preservice teachers' training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262-285.
2. Boscardin, M. L. (2005). Promoting effective educational outcomes for all students: Administrative consider-ations for school psychology trainers. Trainer's Forum, 25(1), 20-26.
3. Braden, J. P., & Martin, P. P. (2008). Prevention. In R. J. Morris & T. R. Kratochwill (Eds.), The practice of child therapy (4th ed; pp 495-518). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Brown-Chidsey, R. (2005). Response to intervention (RTI) training in school psychology programs: Introduction to the RTI mini-series. Trainers Forum, 25(1), 1-10.
5. Brown-Chidsey, R., & Steege, M. W. (2005). Response-to- intervention: Principles and strategies for effective practice. New York: Guilford Press.
6. Connell, D. B., Turner, R. R., & Mason, E. F. (1985). Summary of findings of the school-health education evaluation-Health promotion effectiveness, implementation, and costs. Journal of School Health, 55(8), 316-321.
7. Cook, B. G., Landrum, T. J., Tankersley, M., & Kauffraan, J. M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioral disorders. Education and Treatment of Children, 26, 345-361.
8. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools. New York: Guilford Press.
9. Denton, D. (2003). Reading First: Lessons from successful state reading initiatives. Atlanta, GA: Southern Regional Education Board.
10. Evidence-Based Intervention Work Group. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention and practice movement in school psychology. Psychology in the Schools, 42(5), 475-494.
11. Fors, S. W., & Doster, M. E. (1985). Implication of results-Factors for success. Journal of School Health, 55(8), 332-334.
12. Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.
13. Gingiss, P. L. (1992). Enhancing program implementation and maintenance through a multiphase approach to peer-based staff-development. Journal of School Health, 62(5), 161-166.
14. Grossen, B. (1993a). Child-directed teaching methods: A discriminatory practice of Western education. Effective School Practices, 12(2), 9-20.
15. Grossen, B. (1993b). Focus: Discriminatory educational practices. Effective School Practices, 12(2), 1.
16. Grossen, B. (1993c). Focus: Heterogeneous grouping and curriculum design. Effective School Practices, 12(2), 5-8.
17. Guskey, T. (1999, April 19-23). New perspectives on evaluating professional development. Paper presented at the annual meeting of the American Education Research Association, Montreal.
18. Guskey, T. (2003, April 21-25). The characteristics of effective professional development: A synthesis of lists. Paper presented at the annual meeting of the American Education Research Association, Chicago.
19. Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASP Bulletin, 87(631), 38-54.
20. Guskey, T. R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 34.
21. Guskey, T., & Sparks, D. (2002, April 1-5). Linking professional development to improvements in student learning. Paper presented at the annual meeting of the American Education Research Association, New Orleans.
22. Hallfors, D., & Godette, D. (2002). Will the 'Principles of Effectiveness' improve prevention practice? Early findings from a diffusion study. Health Education Research, 17(4), 461-470.
23. Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. Journal of Special Education, 36(4), 186-205.
24. Iowa Department of Education. (2002). The Iowa Professional Development Model. Des Moines, IA: Author. Available from http://www.iowa.gov/educate/content/view/232/517/
25. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
26. Kauffman, J. M., (2002). Education deform: Bright people sometimes say stupid things about education. Lanham, MD: Scarecrow Education.
27. Kauffman, J. M., & Landrum, T. J. (in press). Educational service interventions and reform. In J. W. Jacobson & J. A. Mulick (Eds.), Handbook of intellectual and developmental disabilities. New York: Kluwer.
28. Kazdin, A. E. (2004). Evidence-based treatments: Challenges and priorities for practice and research. Child and Adolescent Psychiatric Clinics of North America 13, 923-940.
29. Kratochwill, T. R. (2006, August). Response to intervention: Methodological and conceptual issues in research and practice. Invited address presented at the annual meeting of the American Psychological Association, New Orleans.
30. Kratochwill, T. R. (in press). Preparing psychologists for evidence-based practice: Lessons learned and challenges ahead. American Psychologist.
31. Kratochwill, T. R., & Hoagwood, K. E. (2006). Evidence-based interventions and system change: Concepts, methods and challenges in implementing evidence-based practices in children's mental health. Child and Family Policy and Practice Review, 2, 12-16.
32. Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology, School Psychology Review, 33, 34-48.
33. Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention (pp. 25-52). New York: Springer.
34. Landrum, T. J., & Kauffman, J. M. (2006). Behavioral approaches to classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management (pp. 47-71). Mahwah, NJ: Lawrence Erlbaum Associates.
35. Marzano, R. (2000). A new era of school reform: Going where research takes us. Aurora, CO: Mid-continent Research for Education and Learning.
36. McCormick, L. K., Steckler, A. B., & McLeroy, K. R. (1995). Diffusion of innovations in schools - A study of adoption and implementation of school-based to-bacco prevention curricula. American Journal of Health Promotion, 9(3), 210-219.
37. Mihalic, S., Irwin, K., Fagan, A., Ballard, D., & Elliott, D. (2004). Successful program implementation: Lessons from Blueprints (No. NCJ 204273). Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Programs.
38. National Association of State Directors of Special Education and the Council of Administrators of Special Education, (in press). Response to intervention: Blueprints for implementation at the state, district and local levels. Alexandria, VA: Author.
39. National Staff Development Council. (2001). National Staff Development Council's standards for staff development, revised. Oxford, OH: Author.
40. No Child Left Behind Act. (2001). P.L. No. 107-110, 115 Stat. 1425 (2002). Retrieved online June 14, 2006, at http://www.ed.gov/po;icy/elsec/leg/ esea02index. jtml
41. Porter, A. C., Garet, M. S., Desimone, L., Yoon, K. S., & Bierman, B. F. (2000). Does professional development change teaching practice? Results from a three-year study. Washington, DC: American Institutes for Research in Behavioral Sciences.
42. Price, R. H. (1983). The education of a prevention psychologist. In R. D. Feiner, L. A. Jason, J. N. Moritsugu, & S. S. Farber (Eds.), Preventive psychology: Theory, research and practice (pp. 290-296). Elmsford, NY: Pergamon Press.
43. Price, R. H. (1986). Education for prevention. In M. Kessler & S. E. Goldston (Eds.), A decade of progress in primary prevention (pp. 289-306). Hanover, NH: University Press of New England.
44. Shernoff, E. S., Kratochwill, T. R., & Stoiber, K. C. (2003). Training in evidence-based interventions (EBIs): What are school psychology programs teaching? Journal of School Psychology, 41(6), 467-483.
45. Sparks, D., & Richardson, J. (1997). What is staff development anyway? Oxford, OH: National Staff Development Council.
46. Taggart, V. S., Bush, P. J., Zuckerman, A. E., & Theiss, P. K. (1990). A process evaluation of the District of Columbia "Know Your Body" project. Journal of School Health, 60, 60-66.
47. Tankersley, M., Landrum, T. J., & Cook, B. G. (2004). How research informs practice in the field of emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 98-133). New York: Guilford Press.
48. Volpiansky, P. (2006). REAChing the vision of school success: REACh framework overview. Madison, WI: Department of Public Instruction.
49. White, J., Kumpke, P., & Kratochwill, T. R. (2007). School psychologists' use and awareness of treatment guidelines: Present and future. Manuscript submitted for publication.
50. Wisconsin Department of Public Instruction. (2006). REACh Initiative. Available from http://www.dpi.wi.gov/reach/