Academic Skills Problems: Direct Assessment and Intervention - download pdf or read online
By Edward S. Shapiro PhD
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.
Read Online or Download Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner) PDF
Best special education books
Designed to advertise mirrored image, dialogue, and motion one of the whole studying neighborhood, instructing Everybody's young ones encapsulates what examine has printed approximately effectively addressing the wishes of scholars from economically, ethnically, culturally, and linguistically diversified teams and identifies a variety of powerful rules and educational techniques.
Lecturers world wide are worried to boost actual, evidence-based rules and practices of their educating of kids with precise academic wishes, but this box is infamous for the numerous hole that exists among examine and perform. What relatively Works in distinctive and Inclusive schooling offers educators of rookies with specified academic wishes with a number of options they could enforce instantly within the lecture room.
His discovery in simple terms in retirement that he has high-functioning autism supplied Edgar Schneider ultimately with a proof for his many ameliorations, explored in gaining knowledge of my Autism. during this e-book he is taking up the tale, telling of his marriage to a like-minded lady, and of the day by day realities of lifestyles with this situation.
The one evidence-based software on hand for instructing social talents to teenagers with autism spectrum disordersTwo nationally recognized specialists in friendship formation and nervousness administration tackle the social demanding situations confronted by means of teens with autism spectrum problems (ASD). The booklet is helping educators tutor formative years on talking with others, showing acceptable physique language, dealing with nervousness, starting up and collaborating in get-togethers, and extra.
- Higher Education and First-Generation Students: Cultivating Community, Voice, and Place for the New Majority
- Educating Learners with Down Syndrome: Research, theory, and practice with children and adolescents
- Advocacy and Learning Disability
- Identifying, Assessing, and Treating Dyslexia at School
Additional info for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)
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-Â�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. Â€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.
Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner) by Edward S. Shapiro PhD