By Edward S. Shapiro PhD
This well known practitioner advisor and textual content provides a good, problem-solving-based method of comparing and remediating educational talents difficulties. top authority Edward S. Shapiro presents sensible innovations 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 precise for assessing scholars' studying and their tutorial setting, utilizing the knowledge to layout tutorial adjustments, and tracking pupil growth. The examine base for the process is accessibly summarized. The spouse workbook, to be had individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based evaluation and instruction.*Shows how the author's technique 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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Extra info for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)
Lahey & Drabman, 1973; Lahey, McNees, & Brown, 1973) and improve oral reading fluency (Daly & Martens, 1994, 1999; Lovitt, Eaton, Kirkwood, & Perlander, 1971), formation of numbers and letters (Hasazi & Hasazi, 1972; McLaughlin, Mabee, Byram, & Reiter, 1987), arithmetic computation (Logan & Skinner, 1998; Lovitt, 1978; Skinner, Turco, Beatty, & Rasavage, 1989), spelling (Lovitt, 1978; Truchlicka, McLaughlin, & Swain, 1998; Winterling, 1990), and creative writing (Campbell & Willis, 1978). , 1983), tokens or points (McLaughlin, 1981), and avoidance of drill (Lovitt & Hansen, 1976a), have all been found to be effective in modifying the academic behavior of students.
S. Fuchs, D. Fuchs, Hamlett, Phillips, & Bentz, 1994; Shinn, Habedank, Rodden-Nord, & Knutson, 1993; Stecker & Fuchs, 2000; Wayman, Wallace, Wiley, Espin, & Tichá, 2007). Although each of these models offers useful and important alternatives to norm- and criterion-Â�referenced testing, they all focus primarily on the evaluation of student academic performance to examine student skills. Certainly, the importance of assessing individual academic skills cannot be denied. However, it seems equally important to examine the instructional environment in which the student is being taught.
Of course, the empirical verification of this score would be necessary, since the identification of subskills needed for kindergarten entrance would most likely be obtained initially through teacher interview. Clearly, although criterionÂ�referenced tests could be used to make classification decisions, they typically are not employed in this way. Perhaps the decision to which criterion-Â�referenced tests can contribute significantly is the identification of target areas for the development of educational interventions.
Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner) by Edward S. Shapiro PhD