EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION

作者: Christopher H. Skinner , Daniel F. Mccleary , Gary L. Skolits , Brian C. Poncy , Gary L. Cates

DOI: 10.1002/PITS.21676

关键词:

摘要: The success of Response-to-Intervention (RTI) and similar models service delivery is dependent on educators being able to apply effective efficient remedial procedures. In the process implementing problem-solving RTI models, school psychologists have an opportunity contribute enhance quality our remedial-procedure evidence base. this article, we describe analyze how broad-scale implementation may allow collaborate with others apply, develop, adopt, adapt contextually valid research design To capitalize opportunity, graduate training in psychology must be enhanced focus application repeated measures applied settings using more precise sensitive measurement evaluation Such strategies should prevent us from advocating for procedures that cannot educational contexts and/or are ineffective. This will also encourage comparative effectiveness studies can used determine which remedy problems quickest.

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