Special Education

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

Posted On March 16, 2018 at 2:25 am by / Comments Off on 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 provides a good, problem-solving-based method of comparing and remediating educational abilities difficulties. major authority Edward S. Shapiro offers useful options for operating with scholars throughout all grade degrees (K–12) who're suffering from interpreting, spelling, written language, or math. step by step guidance are special for assessing scholars' studying and their educational surroundings, utilizing the knowledge to layout educational variations, and tracking scholar growth. The examine base for the procedure is accessibly summarized. The better half workbook, to be had individually, includes perform routines and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based evaluate 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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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. Using a measure derived from the Intervention Rating Profile (Witt & Martens, 1983), the studies demonstrated that both teachers and school psychologists found CBA, compared to the use of standardized norm-�referenced tests, to be relatively more acceptable in conducting academic skills assessments.

Based primarily on the research in neuropsychological assessment and the Cattell–Horn–Â�Carroll theory of cognitive processing, CHT contends that the identification of learning disabilities requires an understanding of the complex neuropsychological processes that operate during the learning process. €836). Advocates of CHT argue that intervention development is enhanced if CHT Introduction 27 is employed, particularly for those students whose response to efforts to initially remediate their difficulties is not successful.

Arter and Jenkins (1979), in a comprehensive, critical, and detailed analy- Introduction 25 sis of both process assessment and remediation programs (called DD-PT [Differential Diagnosis–Â�Prescriptive Teaching] by Arter and Jenkins), have reported that there is almost no support for the validity of the assessment measures employed to identify specific aptitudes, nor for the remediation programs that are matched to the results of these assessments. Arter and Jenkins furthermore state: We believe that until a substantive research base for the DD-PT model has been developed, it is imperative to call for a moratorium on advocacy of DD-PT, on classification and placement of children according to differential ability tests, on the purchase of instructional materials and programs that claim to improve these abilities, and on coursework designed to train DD-PT teachers.

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

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