Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research. Chapters first identify the core features of effective three-tier prevention models and explain their role within a response-to-intervention framework. In-depth case studies then illustrate the experience of implementing distinct models (targeting reading problems, behavior problems, or both) in actual schools across the country. The cases yield vital insights into the process of choosing the right prevention model for a particular school; coordinating faculty teams and building their skills; and conducting universal screening, progress monitoring, and data-based decision making to improve student outcomes.

282 pgs

"This book presents case studies from real schools, featuring students with real reading and social-behavioral difficulties. It would make an excellent graduate text for classes in general education, special education, and school psychology. Students will benefit from the numerous examples of intervention efforts and the nuances of the RTI models presented."

-Frank M. Gresham, PhD, Department of Psychology, Louisiana State University

"Educators in today's schools are increasingly using the response to intervention (RTI) framework to identify students at risk and to organize and deliver academic and behavioral support for all students. Greenwood et al. have provided an excellent guide to planning and implementing integrated, prevention-oriented behavioral and academic supports. This book-expertly informed by carefully conducted scientific research-includes practical guidelines that will be invaluable to school leaders, researchers, and all involved in supporting students at risk."

-Jeffrey Sprague, PhD, Department of Special Education and Codirector, Institute on Violence and Destructive Behavior, University of Oregon

"An enormously useful tool for educators who want to implement multi-tiered reading and behavior support systems in their schools. Brilliantly conceptualized and well written, this book provides in-depth descriptions of how different schools have used evidence-based practices to dramatically improve student performance. Most significantly, data are provided to show the effects of each of the showcased programs. This book will be embraced by practicing teachers and administrators as well as those preparing future school practitioners."

-Donald D. Deshler, PhD, Gene A. Budig Professor of Special Education; Director, Center for Research on Learning, University