Effective teaching starts with quality instruction that most students respond well to. However, about 35% of students will require specialized and more intensive instruction to meet academic and behavioral standards. Both students with exceptionalities who are eligible to receive special education and related services and students who are placed at risk due to circumstance require, deserve, and are legally entitled to quality intervention.
Quality Instruction and Intervention for ElementaryEducators offers an accessible resource for educators interested in evidence-based strategies to ensure all students have access to an excellent education. Two dedicated chapters, authored by leading content and strategy experts in the field, are devoted to content areas. The first chapter focuses on quality instruction with academic subject matter specialists as lead authors with interventionists supporting. The second chapter focuses on effective intervention with the interventionists taking the lead author roles and academic subject matter specialists supporting. Between the two chapters is a dialogue between the teams of authors bridging instruction and intervention. This unique approach bridges the gap between quality instruction and effective intervention, an often-overlooked component of teacher education. The book also includes dedicated chapters on the integration of instructional technology and executive functioning. After reading the book, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.
Written for elementary education teacher preparation programs, this practical book offers a summary of quality general education instruction followed by the most up to date empirically validated and evidence-based instruction and interventions for students with and at-risk for disabilities.
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Written for elementary education teacher preparation programs, this practical book offers a summary of quality general education instruction followed by the most up to date empirically validated and evidence-based instruction and interventions for students with and at-risk for disabilities.
Contents
Acknowledgments
Chapter 1: Introduction to Quality Instruction and Intervention
Brittany L. Hott, and Bailey D. Smith
Chapter 2: Reading Instruction Methods for Elementary Students
Andrea K. W. Smith, Macclenny, Jodi Arroyo Nagel, Hanna Moore, and Pamela Williamson
Chapter 3: Reading Intervention for Elementary Students
Pamela Williamson, Andrea K. W. Smith, Macclenny, Jodi Arroyo Nagel, and Hanna Moore
Chapter 4: Core Mathematics Instruction
Corey Peltier, Garret Hall, and Casey Hord
Chapter 5: Quality Mathematics Intervention for Elementary Students
Corey Peltier, and Scott Dueker
Chapter 6: Quality Writing Instruction for Students in the Elementary Grades
Alyson A. Collins, Hope Rigby-Wills, and Stephen Ciullo
Chapter 7: Quality Writing Intervention for Students with Disabilities in the Elementary Grades
Stephen Ciullo, Sagarika Kosaraju, Alyson A. Collins, and John W. McKenna
Chapter 8: Modeling in Elementary Science
Kelly Feille and Stephanie Hathcock
Chapter 9: Inclusive Instruction and Intervention in Elementary Science Education
Maria B. Peterson-Ahmad and Randa G. Keeley
Chapter 10: Social Studies in the Elementary Grades
David A. Brunow
Chapter 11: Inclusive Social Studies Instruction
Caroline Fitchett and Jacquelyn Purser
Chapter 12: Setting Up the Physical Environment for Elementary General Education Classrooms
Jasmine Justus, Julie Atwood, and Bre Martin
Chapter 13: Elementary Instruction and Intervention
Kathleen M. Randolph, Julie Atwood, Glenna Billingsley, and Kevin T. Muns
Chapter 14: Technology
Theresa Cullen
Chapter 15: Executive Functioning Skills
Pamela Williamson
Index
About the Authors
About the Editors
Brittany L. Hott, Ph.D., BCBA-D, is an Associate Director of the Institute for Community and Society Transformation (ICAST) and Associate Professor of Special Education at the University of Oklahoma. Her interests include assessment and measurement, program evaluation, and the effective translation of special education research to practice. Her work is predominantly focused on supporting underserved, under resourced, and under researched rural schools. Dr. Hotts publication record includes 3 books (including the forthcoming Quality Instruction and Intervention: Strategies for Secondary Educators- Rowman & Littlefield), 46 peer reviewed articles, 15 book chapters, 19 program evaluations, and numerous technical assistance documents. Recent publications appear in The Journal of Special Education, Behavior Modification, Behavior Analysis in Practice, Learning Disabilities Research and Practice, and Learning Disability Quarterly. She is the recipient of the 2021 American Council on Rural Special Education Research and Evaluation Award. Dr. Hott is actively involved in the special education community. She is Co-Chair of the Council for Exceptional Children Publications Committee, is a member of the Past Presidents Council of the International Council for Learning Disabilities, and is a member of the American Council on Rural Special Education executive board.
Pamela Williamson, Ph.D., is a Professor and Chair of the Exceptional, Deaf, and Interpreter Education Program at the University of North Florida. She worked with individuals with autism and their teachers to support reading intervention and instruction. She directed a teacher preparation grant to support general education teachers delivery of inclusive services to students with extensive support needs. Together with colleagues, her work has been published in Exceptional Children, Focus on Autism and Other Developmental Disabilities, the Journal of Special Education, Intervention in School and Clinic, and Teaching Exceptional Children. She coauthored two books, one on collaboration and the other on reading and autism.
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