The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students' reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: (1) Scientific foundations of RTI; (2) Psychometric measurement within RTI; (3) RTI and social behavior skills; (4) The role of consultation in RTI; (5) Monitoring response to supplemental services; (6) Using technology to facilitate RTI; (7) RTI and transition planning; and (8) Lessons learned from RTI programs around the country. The second edition of the "Handbook of Response to Intervention" is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics. The book begins with a foreword and an acknowledgements section. Following are forty-one chapters divided into eight parts. Chapter 1: From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention (Shane R. Jimerson, Matthew K. Burns and Amanda M. VanDerHeyden); is followed by: Part I: "Foundations of Science" and its chapters: (2) Data-Based Decision-Making (Stanley L. Deno); (3) Applied Behavior Analysis: A Foundation for Response to Intervention (Scott P. Ardoin, Liliana Wagner and Kathryn E. Bangs; (4) Learning Disabilities/Special Education (John L. Hosp, Sally Huddle, Jeremy W. Ford and Kiersten Hensley (5) Prevention and Response to Intervention: Past, Present, and Future (Ann C. Schulte) and (6) Problem-Solving Consultation (William P. Erchul and Caryn S. Ward). Part II: "Foundations of Practice" contains the following chapters: (7) The Role of Professional Learning Communities in Successful Response to Intervention Implementation (Lori Helman and Kay Rosheim); (8) Response to Intervention and Accountability Systems (Timothy J. Runge, David J. Lillenstein and Joseph F. Kovaleski); (9) Multi-Tiered Systems of Support and Evidence-Based Practices (Karen C. Stoiber and Maribeth Gettinger); (10) Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice? (David H. Allsopp, Jennie L. Farmer and David Hoppey); (11) Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring (Shane R. Jimerson, Rachel Stein, Aaron Haddock and Reza Shahroozi). Part III: "Tier 1--Assessment, Problem Analysis, and Intervention" contains the following chapters: (12) Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps (Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten and Myeongsun Yoon); (13) The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success (Asha K. Jitendra and Danielle N. Dupuis); (14) Classroom Reading Instruction for All Students (Barbara R. Foorman and Jeanne Wanzek); (15) Classwide Intervention Using Peer-Assisted Learning Strategies (Kristen L. McMaster and Douglas Fuchs). Part IV: "Tier 2--Assessment, Problem Analysis, and Intervention" presents the following chapters: (16) Assessment: Periodic Assessment to Monitor Progress (Benjamin Silberglitt, David Parker and Paul Muyskens); (17) Problem Analysis at Tier 2: Using Data to Find the Category of the Problem (Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas and Lori Helman); (18) Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2 (Lynn S. Fuchs, Douglas Fuchs and Amelia S. Malone); (19) Implementation of Tier 2 Reading Interventions in the Primary Grades (Jeanne Wanzek, Stephanie Al Otaiba and Brandy Gatlin). Part V: "Tier 3--"Assessment, Problem Analysis, and Intervention" consists of chapters: (20) Progress Monitoring for Students Receiving Intensive Academic Intervention (David A. Klingbeil, Tera L. Bradley and Jennifer J. McComas); (21) Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems (Melissa Coolong-Chaffin and Jennifer J. McComas); (20) Tier 3: Intensive Mathematics Intervention Strategies (Robin S. Codding and Ryan Martin); (22) Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient? (Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanie Wanzek and Joseph Torgesen). Part VI: "Contemporary Implementation Science" contains chapters: (23) Assuring the Response to Intervention Process Has Substance: Assessing and Supporting Intervention Implementation (George H. Noell and Kristin A. Gansle); (24) Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response-to-Intervention Service Delivery Framework (Jeremy Miciak, Jack M. Fletcher and Karla K. Stuebing); (25) Contextual Influences and Response to Intervention (Amy L. Reschly and Melissa Coolong-Chaffin); (26) Using Single-Case Design in a Response to Intervention Model (T. Chris Riley-Tillman and Daniel M. Maggin). Part VII: "Contemporary Implementation Topics" presents chapters: (27) Technology-Based Assessment and Problem Analysis (Gerald Tindal and Julie Alonzo); (28) Educational Technology and Response to Intervention: Affordances and Considerations (Janet S. Twyman and Melinda S. Sota); (29) Response to Intervention for English Learners (Diana Socie and Mike Vanderwood); (30) Essential Features of Tier 2 and 3 School-Wide Positive Behavioral Supports (Barbara S. Mitchell, Allison L. Bruhn and Timothy J. Lewis); (31) Implementing Response to Intervention in Secondary Schools (Mark R. Shinn, Holly S. Windram and Kerry A. Bollman); (32) Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood (Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley and Jane Atwater); (33) Teacher Formative Assessment: The Missing Link in Response to Intervention (Linda A. Reddy, Christopher M. Dudek and Elisa S. Shernoff). Part VIII: "Effective Contemporary Models" consists of chapters: (34) Challenges Faced by New Implementation Sites: The Role of Culture in the Change Process (Dawn Miller and Rachel Freeman); (35) Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement (Kim Gibbons and W. Alan Coulter); (36) Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania (Edward S. Shapiro); (37) Data-Based Decision-Making, the Problem-Solving Model, and Response to Intervention in the Minneapolis Public Schools (Doug Marston, Matthew Lau, Paul Muyskens and Jennifer Wilson); (38) Implementing Response to Intervention in a Rural Setting (Renee Guy, Amanda Fields and Lynn Edwards); (39) School-wide Positive Behavior Support and Response to Intervention: System Similarities, Distinctions, and Research to Date at the Universal Level of Support (Timothy J. Lewis, Barbara S. Mitchell, D. Tichelle Bruntmeyer and George Sugai); (40) Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support (Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden and Stanley L. Deno). Chapter (41) Index. Also provided is a section with information about the authors and a list of contributors.