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Direct linkMorrison, Julie Q.; Graden, Janet L.; Barnett, David W. – Psychology in the Schools, 2009
Internships play a pivotal role in the future of school psychology, and internship training is influenced by disciplinary trends including (a) an increased focus on accountability and demonstrating the positive impact of trainees' practices on student outcomes and (b) growing emphasis on scientifically based and empirically based practice. These…
Descriptors: Internship Programs, School Psychology, Program Evaluation, Program Effectiveness
Barnett, David W.; VanDerHeyden, Amanda M.; Witt, Joseph C. – Journal of Educational & Psychological Consultation, 2007
The purpose of this manuscript is to conceptualize a unified Response to Intervention (RTI) model that may be applied to Head Starts or preschools with typical children and those identified as "at risk," or "children with disabilities." RTI basically provides a specific and discrete cumulative intervention history of services which also may be…
Descriptors: Intervention, Disabilities, At Risk Persons, Preschool Children
Barnett, David W.; Elliott, Neely; Graden, Janet; Ihlo, Tanya; Macmann, Gregg; Nantais, Melissa; Prasse, David – Assessment for Effective Intervention, 2006
Response-to-intervention (RTI) technical adequacy standards should follow from model purpose, procedural specification, procedural adherence, outcome determination, and subsequent plans. Therefore, RTI raises atypical measurement questions for practice, and, for this reason, it may require hybridized technical adequacy methods. Due to RTI model…
Descriptors: Intervention, Validity, Educational Assessment, Performance Based Assessment
Barnett, David W.; Elliott, Neely; Wolsing, Laurie; Bunger, Carrie Elizabeth; Haski, Heidi; McKissick, Chele; Vander Meer, Carolyn D. – School Psychology Review, 2006
Response to intervention is a framework for organizing planned sequences of prevention and empirically validated interventions ordered by intensity. Plans might increase or decrease in intensity depending on risk status and outcomes. If interventions are well sequenced and technically adequate, these outcomes can be interpreted (with other…
Descriptors: Educational Needs, Early Intervention, School Psychology, Behavior Disorders
