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| Randomized Controlled Trial of Tier 2 Mathematics Intervention on Mathematics Achievement Response to Intervention |
| Sunday, May 30, 2010 |
| 2:30 PM–3:20 PM |
| 103AB (CC) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Cathy L. Watkins (California State University, Stanislaus) |
| AMANDA M. VANDERHEYDEN (Education Research and Consulting, Inc.) |
 Amanda M. VanDerHeyden, Ph.D., is a private consultant and researcher living in Fairhope, Alabama. Dr. VanDerHeyden has worked as a researcher and consultant in a number of states and 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 two 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 diability. She is associate editor of Journal of Behavioral Education and Assessment for Effective Intervention 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 is co-editor of Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (published by Springer), and special issues of Assessment for Effective Intervention and School Psychology Review, each focusing on RTI. |
| Abstract: Dr. VanDerHeyden will describe the development of a tier 2 mathematics intervention to address poor mathematics performance district-wide. Multiple baseline data will be shared demonstrating on average a 21% increase in the percentage of students meeting the proficiency criterion on the year-end accountability measure. In a systematic replication in another district, a randomized controlled trial design was used to evaluate intervention effects at fourth and fifith grade and results favored the intervention. Protocols, graphs, and short videoclips will be used throughout the presentation to give participants a concrete sense of measurement, intervention, and decision-making procedures. Dr. VanDerHeyden will comment on the use of randomized controlled trial designs and "lessons learned" related to their use in classrooms in the study of response to intervention procedures. |
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