Amanda M. VanDerHeyden, Ph.D. is a private consultant and researcher living in Fairhope, Alabama. Dr. VanDerHeyden previously has held faculty positions and has worked as a researcher and consultant in a number of 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 2 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. These data were reported in a journal article that received article of the year from Journal of School Psychology in 2007. Dr. VanDerHeyden has authored over 50 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 disability. She is associate editor of 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, Journal of Learning Disabilities, and Journal of Behavioral Education. Dr. VanDerHeyden is co-editor of The Handbook of Response to Intervention published by Springer and special issues of Assessment for Effective Intervention and School Psychology Review, each focusing on RTI. In 2006, Dr. VanDerHeyden received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association in recognition of her scholarship on early intervention, RTI, and models of data-based decision-making in schools. Dr. VanDerHeyden frequently consults with state departments and school districts to assist them to use data to improve child learning outcomes systemwide. She serves as research advisor to iSteep and has published measures of early numeracy for preschool and kindergarten children available through iSTEEP. Dr. VanDerHeyden has recently co-authored a book with Dr. Matthew Burns entitled Essentials of Response to Intervention which will be published by Wiley in March of 2010. Dr. VanDerHeyden is currently directs research projects in early numeracy with preschool and kindergarten children and evaluation of Tier 2 mathematics intervention.
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Amanda M. VanDerHeyden, Ph.D. is a private consultant and researcher living in Fairhope, Alabama. Dr. VanDerHeyden previously has held faculty positions and has worked as a researcher and consultant in a number of 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 2 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. These data were reported in a journal article that received article of the year from Journal of School Psychology in 2007. Dr. VanDerHeyden has authored over 50 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 disability. She is associate editor of 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, Journal of Learning Disabilities, and Journal of Behavioral Education. Dr. VanDerHeyden is co-editor of The Handbook of Response to Intervention published by Springer and special issues of Assessment for Effective Intervention and School Psychology Review, each focusing on RTI. In 2006, Dr. VanDerHeyden received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association in recognition of her scholarship on early intervention, RTI, and models of data-based decision-making in schools. Dr. VanDerHeyden frequently consults with state departments and school districts to assist them to use data to improve child learning outcomes systemwide. She serves as research advisor to iSteep and has published measures of early numeracy for preschool and kindergarten children available through iSTEEP. Dr. VanDerHeyden has recently co-authored a book with Dr. Matthew Burns entitled Essentials of Response to Intervention which will be published by Wiley in March of 2010. Dr. VanDerHeyden is currently directs research projects in early numeracy with preschool and kindergarten children and evaluation of Tier 2 mathematics intervention.