9781609180218

Academic Skills Problems Fourth Edition Workbook

by
  • ISBN13:

    9781609180218

  • ISBN10:

    1609180216

  • Edition: 4th
  • Format: Paperback
  • Copyright: 2010-11-15
  • Publisher: The Guilford Press

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Supplemental Materials

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 access cards, study guides, lab manuals, CDs, etc.
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Summary

With its convenient open-flat binding and 81/2" x 11" format, this workbook is filled with reproducible forms, some of which are reprinted from the text and many of which are available for the first time. Featuring step-by step instructions and practice exercises, this workbook offers school professionals numerous opportunities for fine-tuning, practicing, and mastering direct assessment and intervention skills. Highlights include extensive forms for completing teacher and student interviews; a complete guide to using the Behavioral Observation of Students in Schools (B.O.S.S.) Observation code; exercises on designing, scoring, and interpreting skills assessments; instructions for creating progress-monitoring graphs; and much more.

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

Introduction STEP 1. ASSESSING THE ACADEMIC ENVIRONMENT Ř Teacher Interview Ř Academic Performance Rating Scale Ř Student Interview Ř Direct Observation: Manual for the Behavioral Observation of Students in Schools (BOSS) Rationale Identifying the Behaviors for Observation Use of Technology in Conducting Systemic Observation Guidelines for Paper-and-Pencil Direct Observation Making a Coding Interval Recording Completing Identifying Information Observing Peer Comparison Students Coding Academic Engagement Coding Nonengagement Coding Teacher-Directed Instruction Review: Procedure for Conducting the Observation Scoring the BOSS Interpretation of BOSS Data STEP 2. ASSESSING INSTRUCTIONAL PLACEMENT Ř Reading Oral Retell Techniques Retell Techniques: Examples and Exercises Ř Math Using Digits Correct in Scoring Math Probes Scoring Digits Correct in Addition and Subtraction Problems Scoring Digits Correct in Multiplication Problems Scoring Digits Correct in Division Problems Math Concepts–Applications Ř Spelling Using Correct Letter Sequences in Scoring Spelling Scoring Correct Letter Sequences Ř Written Language Scoring for Words Written Scoring for Writing Mechanics Assessing Quality of Longer Writing Samples Scoring Brief Written Language Samples: Examples and Exercises Ř Summary Form for Academic Assessment STEP 3. INSTRUCTIONAL MODIFICATION Ř The Folding-In Technique t"Example: Folding-In Technique for Word Acquisition and Reading Fluency Example: Folding-In Technique for Multiplication Facts Ř Cover–Copy–Compare Example: Cover–Copy–Compare for Addition Facts, Sums to 18 Example: Cover–Copy–Compare for Spelling STEP 4. PROGRESS MONITORING Ř Graphing Data Setting Up Graphic Displays Interpreting Graphic Data Preparing CBM-Type Graphs Answer for Exercise 13 Ř Developing Local Norms Creating the Measurement Net Selecting the Sample Data Collection Data Analysis and Results Ř Using Goal Charts Ř Tools for Response to Intervention: Data-Based Decision Making Levels of Implementation-Data Analysis Grade-Level Group Goal Setting Meeting Grade-Level Goals Data Displays for Grade-Level Meetings Tool for Individual Student Decisions Exercise in Data-Based Decision Making

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