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 offers a good, problem-solving-based method of comparing and remediating educational talents difficulties. top authority Edward S. Shapiro offers functional innovations for operating with scholars throughout all grade degrees (K–12) who're suffering from examining, spelling, written language, or math. step by step directions are precise for assessing scholars' studying and their educational atmosphere, utilizing the information to layout educational ameliorations, and tracking scholar development. The study base for the procedure is accessibly summarized. The significant other workbook, to be had individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the most recent advances in evidence-based evaluate and instruction.*Shows how the author's method 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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Additional info for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)

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However, it seems equally important to examine the instructional environment in which the student is being taught. Lentz and I (Shapiro, 1987a, 1990, 1996a, 1996b, 2004; Shapiro & Lentz, 1985, 1986) provided a model for academic assessment that incorporated the evaluation of the academic environment, as well as student performance. Calling our model “behavioral assessment of academic skills,” we (Shapiro, 1989, 1996a; Shapiro & Lentz, 1985, 1986) drew on the principles of behavioral assessment employed for assessing social–Â�emotional problems (Mash & Terdal, 1997; Ollendick & Hersen, 1984; Shapiro & Kratochwill, 2000) but applied them to the evaluation of academic problems.

The final step of the model involves the monitoring of student progress toward long-term (year-end) curriculum goals. The model is described in more detail in Chapter 3. 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).

Another line of research that has resulted in the development of direct interventions for academic problems is derived from performance Introduction 29 models of instruction (DiPerna, Volpe, & Elliott, 2002; Greenwood, 1996). These models emphasize that changes in student academic performance are a function of changes in instructional process. In particular, DiPerna and Elliott (2002) identify the influence on academic performance of what they call “academic enablers”—intraindividual factors such as motivation, interpersonal skills, academic engagement, and study skills.

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