Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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  • AUT: Autism

    CBM: Clinical/Family/Behavioral Medicine

    CSE: Community Interventions, Social and Ethical Issues

    DDA: Developmental Disabilities

    EAB: Experimental Analysis of Behavior

    EDC: Education

    TBA: Teaching Behavior Analysis

    TPC: Theoretical, Philosophical, and Conceptual Issues

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2008 Education Conference

Event Details


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Invited Paper Session #9
CE Offered: PSY
Using RTI to Accomplish System Change
Saturday, September 6, 2008
3:45 PM–4:30 PM
Grand Ballroom B
Area: EDC; Domain: Synthesis
Instruction Level: Basic
CE Instructor: Amanda M. VanDerHeyden, Ph.D.
AMANDA M. VANDERHEYDEN (Education Research and Consulting, Inc.)
Amanda M. VanDerHeyden, PhD, is a private consultant and researcher living in Fairhope, Alabama. Dr. VanDerHeyden previously has held faculty positions at the Early Intervention Institute at Louisiana State University Health Sciences Center and in the School Psychology Program at University of California at Santa Barbara. She has also worked as a researcher and consultant in a number of school districts. In Vail Unified School District, Dr. VanDerHeyden led a district effort to implement the STEEP RTI model from 2002 to 2005. In this district, identification of children as having specific learning disabilities was reduced by half within 2 years, test scores increased, and the district was nationally recognized as a success story related to No Child Left Behind by the US Department of Education. Dr. VanDerHeyden has authored over 40 related articles and book chapters and has worked as a national trainer and consultant to assist districts to implement RTI models. In 2006, Dr. VanDerHeyden was named to an advisory panel for the National Center for Learning Disabilities to provide guidance related to RTI and the diagnosis of specific learning disability. She is associate editor of Journal of Behavioral Education and serves on the editorial boards for School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Topics in Early Childhood Special Education, Journal of Early Intervention, and Journal of Learning Disabilities. Dr. VanDerHeyden recently co-edited a handbook and special issues of Assessment for Effective Intervention and School Psychology Review, each focusing on RTI. In 2006, Dr. VanDerHeyden received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association in recognition of her scholarship on early intervention, RTI, and models of data-based decision-making in schools.
Abstract: RTI can be a vehicle for broader system change. Dr. VanDerHeyden will discuss how to plan and implement RTI within schools in ways that promote the capacity of schools to use data to improve every day instruction and schooling decisions. District-wide implementation in Vail Unified School District will be described as a case example for participants. Data will be shared concerning effective ways to enhance learning within a system using RTI. Current data on educational decision-making as well as ideas for the future will also be highlighted.
Target Audience:

Licensed Psychologists

Learning Objectives: N/a
 

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