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Academic Skills Problems, Fourth Edition Direct Assessment and Intervention

by
Edition:
4th
ISBN13:

9781606239605

ISBN10:
1606239600
Format:
Hardcover
Pub. Date:
11/17/2010
Publisher(s):
The Guilford Press

Questions About This Book?

What version or edition is this?
This is the 4th edition with a publication date of 11/17/2010.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
  • The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.

Related Products


  • Academic Skills Problems, Third Edition Direct Assessment and Intervention
    Academic Skills Problems, Third Edition Direct Assessment and Intervention





Summary

An ideal companion to Academic Skills Problems, Fourth Edition, this indispensable workbook provides practice exercises and reproducible forms for use in direct assessment and intervention. The convenient large-size format facilitates photocopying. Book jacket.

Author Biography

Edward S. Shapiro, PhD, is Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University, Bethlehem, Pennsylvania. He is a winner of the Senior Scientist Award given by the Division of School Psychology of the American Psychological Association and a past Editor of School Psychology Review, the official journal of the National Association of School Psychologists. Dr. Shapiro has written numerous books and other publications in the areas of curriculum-based assessment, behavioral assessment, behavioral interventions, and pediatric school psychology. He is best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems. Among his many projects, Dr. Shapiro has recently completed a federal project focused on the development of a multi-tiered response-to-intervention (RTI) model in two districts in Pennsylvania. He has been working as a consultant to facilitate the implementation of RTI with the Pennsylvania Department of Education as well as with many individual school districts across the country. He also codirects a training grant from the U.S. Department of Education to train preservice school psychologists as facilitators and developers of RTI implementation.

Table of Contents

1. Introduction 2. Choosing Targets for Academic Assessment and Remediation 3. Step 1: Assessing the Academic Environment 4. Step 2: Assessing Instructional Placement 5. Step 3: Instructional Modification I: General Strategies 6. Step 3: Instructional Modification II: Specific Skills Areas 7. Step 4: Progress Monitoring 8. Academic Assessment within a Response-to-Intervention Framework 9. Case Illustrations


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