Academic Skills Problems: Direct Assessment and Intervention - download pdf or read online

By Edward S. Shapiro PhD

ISBN-10: 1606239600

ISBN-13: 9781606239605

This well known practitioner consultant and textual content offers a good, problem-solving-based method of comparing and remediating educational abilities difficulties. top authority Edward S. Shapiro presents sensible thoughts for operating with scholars throughout all grade degrees (K–12) who're being affected by studying, spelling, written language, or math. step by step instructions are specific for assessing scholars' studying and their educational setting, utilizing the information to layout tutorial transformations, and tracking pupil growth. The learn base for the strategy is accessibly summarized. The spouse workbook, on hand individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the most recent advances in evidence-based review and instruction.*Shows how the author's technique suits completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance concentrating on RTI.*30 of the figures, tables, and types are new or revised.

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

Example text

Clearly, the selection of behaviors for assessment and intervention is a critical decision in remediating academic problems. The complexity of target behavior selection for assessment and intervention is reflected in a number of articles published in a special issue of Behavioral Assessment (1985, Vol. 7, No. 1). For example, Evans (1985) suggested that identifying targets for clinical assessment requires an understanding of the interactions among behavioral repertoires. He argued for the use of a systems model to plan and conduct appropriate target behavior selection in the assessment process.

Because assessment is considered a dynamic event that requires evaluation of a child’s responsiveness to effective intervention, substantial coverage of many of the interventions mentioned previously is provided. ” As simple and straightforward as these questions seem to be, the correct responses to them are not as logical as one might think. For example, if a child is reported to be showing difficulties in sustaining attention to task, it seems logical that one would assess the child’s on-task behavior and design interventions to increase attention to task.

In addition, other procedures, such as group contingencies (Goldberg & Shapiro, 1995; Shapiro & Goldberg, 1986, 1990), monitoring of student progress (L. S. , 1984; McCurdy & Shapiro, 1992; Shimabukuro, Prater, Jenkins, & Edelen-Smith, 1999; Shapiro & Cole, 1994, 1999; Szykula, Saudargas, & Wahler, 1981; Todd, Horner, & Sugai, 1999), public posting of performance (Van Houten, Hill, & Parsons, 1975), peer and self-�corrective feedback (Skinner, Shapiro, Turco, Cole, & Brown, 1992), and positive practice (Lenz, Singh, & Hewett, 1991; Ollendick, Matson, Esvelt-�Dawson, & Shapiro, 1980), have all been employed as direct interventions for academic problems.

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Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner) by Edward S. Shapiro PhD

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