Table Of Contentebook
THE GUILFORD PRESS
Assessment for InterventIon
Also from Rachel Brown- Chidsey
Response to Intervention, Second Edition:
Principles and Strategies for Effective Practice
Rachel Brown- Chidsey and Mark W. Steege
RTI in the Classroom:
Guidelines and Recipes for Success
Rachel Brown- Chidsey, Louise Bronaugh,
and Kelly McGraw
Assessment
for InterventI on
A Problem-solving Approach
s ec o n d ed I t I o n
Edited by
Rachel Brown-Chidsey
Kristina J. Andren
Foreword by Patti L. Harrison
tHe GUILforD Press
new York London
© 2013 The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com
Paperback edition 2015
All rights reserved
Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording, or otherwise, without written permission from the publisher.
Printed in the United States of America
This book is printed on acid-free paper.
Last digit is print number: 9 8 7 6 5 4 3 2
LIMITED PHOTOCOPY LICENSE
These materials are intended for use only by qualified professionals.
The publisher grants to individual purchasers of this book nonassignable permission to
reproduce all materials for which photocopying permission is specifically granted in a
footnote. This license is limited to you, the individual purchaser, for personal use or use
with individual clients or students. This license does not grant the right to reproduce these
materials for resale, redistribution, electronic display, or any other purposes (including but not
limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet
or intranet sites, and handouts or slides for lectures, workshops, webinars, or therapy groups,
whether or not a fee is charged). Permission to reproduce these materials for these and any
other purposes must be obtained in writing from the Permissions Department of Guilford
Publications.
The authors have checked with sources believed to be reliable in their efforts to provide information
that is complete and generally in accord with the standards of practice that are accepted at the time
of publication. However, in view of the possibility of human error or changes in behavioral, mental
health, or medical sciences, neither the authors, nor the editors and publisher, nor any other party
who has been involved in the preparation or publication of this work warrants that the information
contained herein is in every respect accurate or complete, and they are not responsible for any errors
or omissions or the results obtained from the use of such information. Readers are encouraged to
confirm the information contained in this book with other sources.
Library of Congress Cataloging-in-Publication Data
Assessment for intervention: a problem-solving approach / edited by Rachel Brown-Chidsey and
Kristina J. Andren — 2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4625-0687-3 (hardback); ISBN 978-1-4625-2094-7 (paperback)
1. School psychology—United States. I. Brown-Chidsey, Rachel. II. Andren, Kristina J.
LB1027.55.A77 2013
370.15—dc23
2012027563
To David and Ellie
—RBC
To Stefan, Elsa, and Owen
—KJA
About the editors
Rachel Brown- Chidsey, PhD, NCSP, is Associate Professor of Educational and School
Psychology at the University of Southern Maine. Dr. Brown- Chidsey’s research focuses
on evidence- based instructional practices, including multi-tiered systems of support
(MTSS) such as response to intervention (RTI). The coauthor of two editions of Response
to Intervention: Principles and Strategies for Effective Practice (with Mark W. Steege) and
RTI in the Classroom: Guidelines and Recipes for Success (with Louise Bronaugh and Kelly
McGraw), Dr. Brown- Chidsey has also written articles addressing universal screen-
ing assessments, specific reading interventions, and RTI implementation on a national
level. She is a certified school psychologist and licensed psychologist in both Alaska
and Maine. Prior to obtaining her doctorate, she was a general and special education
teacher in western Massachusetts for 10 years.
Kristina J. Andren, PsyD, NCSP, is Assistant Professor of Educational and School Psy-
chology at the University of Southern Maine. Dr. Andren’s research interests include
assessment and intervention within an MTSS framework. Her current work focuses
on the application of MTSS methods, such as RTI, to reading initiatives and dropout
prevention. She is a certified school psychologist and has practiced in Maine schools
since 2004.
vi
Contributors
Craig A. Albers, PhD, Department of Educational Psychology,
University of Wisconsin– Madison, Madison, Wisconsin
Kristina J. Andren, PsyD, NCSP, Department of Educational Psychology and Exceptionality,
University of Southern Maine, Gorham, Maine
Lauren A. Arbolino, PhD, Child Development Center, National Children’s Hospital,
and Department of Pediatrics, The Ohio State University, Columbus, Ohio
Brittany Bice- Urbach, BA, Department of Educational Psychology,
University of Wisconsin– Madison, Madison, Wisconsin
Kristin Bieber, MA, Department of Educational Psychology,
University of Nebraska–Lincoln, Lincoln, Nebraska
Mary Lynn Boscardin, PhD, Department of Student Development,
University of Massachusetts, Amherst, Massachusetts
Rachel Brown- Chidsey, PhD, NCSP, Department of Educational Psychology
and Exceptionality, University of Southern Maine, Gorham, Maine
R. T. Busse, PhD, Counseling and School Psychology Program, Chapman University,
Orange, California
Lindsay M. Campbell, MA, PLMHP, Department of School Psychology,
University of Nebraska–Lincoln, Lincoln, Nebraska
Nathan H. Clemens, PhD, Department of Educational Psychology, Texas A&M University,
College Station, Texas
Michael J. Coutts, MEd, Department of School Psychology,
University of Nebraska–Lincoln, Lincoln, Nebraska
Jack A. Cummings, PhD, Department of Counseling and Educational Psychology,
Indiana University, Bloomington, Indiana
Stanley L. Deno, PhD, Department of Educational Psychology, University of Minnesota,
Minneapolis, Minnesota
Beth Doll, PhD, College of Education and Human Sciences,
University of Nebraska–Lincoln, Lincoln, Nebraska
vii
viii Contributors
Tanya L. Eckert, PhD, Department of Psychology, Syracuse University, Syracuse, New York
Stephen N. Elliott, PhD, Learning Sciences Institute, Arizona State University, Tempe, Arizona
Randy G. Floyd, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee
Adam Garand, MEd, Assistant Director of Special Education, Holyoke Public Schools,
Holyoke, Massachusetts
Mary Kelly Haack, PhD, private practice, Mendota Heights, Minnesota
Bridget O. Hier, BA, Department of Psychology, Syracuse University, Syracuse, New York
Ryan J. Kettler, PhD, Graduate School of Applied and Professional Psychology,
Rutgers, The State University of New Jersey, Piscataway, New Jersey
Elizabeth A. Koenig, MS, Department of Psychology, Syracuse University, Syracuse, New York
John H. Kranzler, PhD, School of Special Education, School Psychology and Early Childhood
Studies, University of Florida, Gainesville, Florida
Thomas R. Kratochwill, PhD, Educational and Psychological Training Center,
University of Wisconsin– Madison, Madison, Wisconsin
Rebecca S. Martínez, PhD, Department of Counseling and Educational Psychology,
Indiana University, Bloomington, Indiana
Merilee McCurdy, PhD, Department of School Psychology,
University of Nebraska–Lincoln, Lincoln, Nebraska
Paige L. Mission, BA, Department of Educational Psychology,
University of Wisconsin– Madison, Madison, Wisconsin
Mary Jean O’Reilly, PhD, School Psychologist, Pittsfield Public Schools,
Pittsfield, Massachusetts
Jamie L. Pratt, PsyD, Providence Service Corporation, Bath, Maine
Andrew T. Roach, PhD, Mary Lou Fulton Teachers College, Arizona State University,
Phoenix, Arizona
Lisa M. Hagermoser Sanetti, PhD, Department of Educational Psychology, Neag School
of Education, University of Connecticut, Storrs, Connecticut
Allison L. Seibert, MEd, Department of Educational Psychology, Texas A&M University,
College Station, Texas
Edward S. Shapiro, PhD, Lehigh University Center for Promoting Research to Practice,
Lehigh University, Bethlehem, Pennsylvania
Susan M. Sheridan, PhD, Department of School Psychology,
University of Nebraska–Lincoln, Lincoln, Nebraska
Mark R. Shinn, PhD, Department of School and Educational Psychology,
National Louis University, Chicago, Illinois
Mark W. Steege, PhD, Department of Educational Psychology and Exceptionality,
University of Southern Maine, Gorham, Maine
Kevin Tobin, PhD, Clinical Psychologist, Pittsfield Public Schools, Pittsfield, Massachusetts
Patrick Tudryn, MEd, Assistant Principal, East Windsor Middle School,
Broad Brook, Connecticut
Melody Yi, PhD, Counseling and School Psychology Program, Chapman University,
Orange, California
