Academic Skills Problems: Direct Assessment and Intervention by Edward S. Shapiro PhD

By Edward S. Shapiro PhD

This renowned practitioner consultant and textual content offers a good, problem-solving-based method of comparing and remediating educational talents difficulties. best authority Edward S. Shapiro offers functional techniques for operating with scholars throughout all grade degrees (K–12) who're being affected by analyzing, spelling, written language, or math. step by step directions are specified for assessing scholars' studying and their tutorial atmosphere, utilizing the information to layout educational transformations, and tracking pupil growth. The examine base for the procedure is accessibly summarized. The better half workbook, on hand individually, comprises perform routines and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based evaluation and instruction.*Shows how the author's technique matches completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance targeting RTI.*30 of the figures, tables, and kinds are new or revised.

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Extra info for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)

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These types of interventions usually are based on examination of variables that have been found to have direct relationships to academic performance. Indirect Interventions for Academic Skills Most indirect interventions for remediating academic skills are based on the assumed existence of ATIs. The basis of the concept of ATI is that different aptitudes require different treatment. If one properly matches the correct treatment to the correct aptitude, then gains will be observed in the child’s behavior.

As such, measures are not standardized from one objective to the next. Generally, these measures are teacher made, and the metric used to determine student performance can vary widely from accuracy to rate to analysis-of-error patterns. The model is designed primarily to provide suggestions for the types of instructional modifications that may be useful in teaching a student. One subskill mastery model of CBA described by Gickling and his colleagues (Gickling & Havertape, 1981; Gickling & Rosenfield, 1995; Gickling & Thompson, 1985; Gravois & Gickling, 2002; Rosenfield & Kuralt, 1990) concentrates on the selection of instructional objectives and content based on assessment.

One of the important considerations in adopting a new methodology for conducting academic assessment is the degree to which the proposed change is acceptable to consumers who will use the method. , Clark & Elliott, 1988; Miltenberger, 1990; Reimers, Wacker, Cooper, & deRaad, 1992; Reimers, Wacker, Derby, & Cooper, 1995; Witt & Elliott, 1985). Eckert and I (Eckert, Hintze, & Sha- Introduction 23 piro, 1999; Eckert & Shapiro, 1999; Eckert, Shapiro, & Lutz, 1995; Shapiro & Eckert, 1994) extended the concept of treatment acceptability to assessment acceptability.

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