Download Academic Skills Problems: Direct Assessment and Intervention by Edward S. Shapiro PhD PDF
By Edward S. Shapiro PhD
This well known practitioner advisor and textual content provides an efficient, problem-solving-based method of comparing and remediating educational talents difficulties. prime authority Edward S. Shapiro presents sensible options for operating with scholars throughout all grade degrees (K–12) who're suffering from examining, spelling, written language, or math. step by step guidance are particular for assessing scholars' studying and their educational setting, utilizing the knowledge to layout tutorial changes, and tracking pupil development. The examine base for the technique is accessibly summarized. The better half workbook, on hand individually, comprises perform workouts and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based evaluate and instruction.*Shows how the author's method suits completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance targeting RTI.*30 of the figures, tables, and types are new or revised.
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Additional resources for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)
Oral reading rates) is not necessarily the skill being instructed but is viewed as a “vital sign” that indexes and reflects improvement and acquisition of curriculum content. , Deno, Fuchs, Marston, & Shin, 2001; Deno, Marston, & Mirkin, 1982; Deno, Marston, & Tindal, 1985– 1986; Deno, Mirkin, & Chiang, 1982; Foegen, Jiban, & Deno, 2007; L. S. Fuchs, Deno, & Mirkin, 1984; L. S. Fuchs & D. Fuchs, 1986a; L. S. Fuchs, D. Fuchs, Hamlett, Phillips, & Bentz, 1994; Shinn, Habedank, Rodden-Nord, & Knutson, 1993; Stecker & Fuchs, 2000; Wayman, Wallace, Wiley, Espin, & Tichá, 2007).
This methodology also needs to be able to address most or all of the types of educational decisions identified by Salvia et al. (2007). , Blankenship, 1985; Deno, 1985; Gickling & Havertape, 1981; Howell & Nolet, 1999; Salvia & Hughes, 1990; Shapiro, 2004; Shapiro & Lentz, 1986). All of these models have in common the underlying assumption that one should test what one teaches. As such, the contents for the assessments employed for each model are based on the instructional curriculum. In contrast to the potential problem of poor overlap between the curriculum and the test in other forms of academic assessment, evaluation methods that are based on the curriculum offer direct evaluations of student performance on material that students are expected to acquire.
What is the most efficient way to determine student progress? 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.