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Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2

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Handbook of Response to Intervention

Abstract

In this chapter, the focus is on mathematics intervention at Tier 2 of multilevel response-to-intervention prevention systems. The authors begin by providing an overview of the principles involved in effective Tier 2 intervention and illustrating their application in a validated tutoring program for addressing students’ difficulty with word problems. Then, the authors discuss more recent innovations in Tier 2 intervention by focusing on early arithmetic skill at first grade and on conceptual understanding and procedural skill with fractions at fourth grade are discussed. The chapter concludes with a discussion of the limitations of Tier 2 intervention research in mathematics and identifies areas for future research.

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Authors and Affiliations

  1. Vanderbilt University, Nashville, TN, USA

    Lynn S. Fuchs, Douglas Fuchs & Amelia S. Malone

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  1. Lynn S. Fuchs
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  2. Douglas Fuchs
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  3. Amelia S. Malone
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Correspondence to Lynn S. Fuchs .

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Editors and Affiliations

  1. University of California, Santa Barbara Gevirtz Graduate School of Education, Santa Barbara, California, USA

    Shane R. Jimerson

  2. University of Missouri, Columbia, Missouri, USA

    Matthew K. Burns

  3. Education Research & Consulting, Inc., FAIRHOPE, Alabama, USA

    Amanda M. VanDerHeyden

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Fuchs, L., Fuchs, D., Malone, A.S. (2016). Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_18

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