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Verlag: Routledge, 2008
ISBN 10: 0415963923ISBN 13: 9780415963923
Anbieter: Better World Books, Mishawaka, IN, USA
Buch Erstausgabe
Zustand: Good. 1st Edition. Used book that is in clean, average condition without any missing pages.
Verlag: The Guilford Press (edition Lay-flat), 2013
ISBN 10: 1462509142ISBN 13: 9781462509140
Anbieter: BooksRun, Philadelphia, PA, USA
Buch
Paperback. Zustand: Good. Lay-flat. Ship within 24hrs. Satisfaction 100% guaranteed. APO/FPO addresses supported.
Verlag: Taylor & Francis 2012-03-19, London, 2012
ISBN 10: 0415500729ISBN 13: 9780415500722
Anbieter: Blackwell's, London, Vereinigtes Königreich
Buch
paperback. Zustand: New. Language: ENG.
Verlag: Guilford Press, 2013
ISBN 10: 1462509142ISBN 13: 9781462509140
Anbieter: Monster Bookshop, Fleckney, Vereinigtes Königreich
Buch
paperback. Zustand: New. BRAND NEW ** SUPER FAST SHIPPING FROM UK WAREHOUSE ** 30 DAY MONEY BACK GUARANTEE.
Verlag: Guilford Publications Mär 2013, 2013
ISBN 10: 1462509142ISBN 13: 9781462509140
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Taschenbuch. Zustand: Neu. Neuware - Once a Response-To-Intervention (RTI) framework is in place, how can educators determine whether or not interventions are working This volume focuses on the 'response' component of RTI, providing essential knowledge and hands-on techniques for assessing the effectiveness of RTI practices. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format and lay-flat binding facilitate photocopying. This book is in The Guilford Practical Intervention in the Schools Series.
Verlag: Guilford Publications, 2013
ISBN 10: 1462509142ISBN 13: 9781462509140
Anbieter: moluna, Greven, Deutschland
Buch
Zustand: New. T. Chris Riley-Tillman, PhD, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is Associate Editor of School Psychology Quarterly and Assessment fo.