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 access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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.
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
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