Download Academic Skills Problems: Direct Assessment and Intervention by Edward S. Shapiro PhD PDF

By Edward S. Shapiro PhD

This well known practitioner consultant and textual content offers an efficient, problem-solving-based method of comparing and remediating educational talents difficulties. top authority Edward S. Shapiro presents useful concepts for operating with scholars throughout all grade degrees (K–12) who're being affected by examining, spelling, written language, or math. step by step directions are certain for assessing scholars' studying and their tutorial surroundings, utilizing the knowledge to layout educational changes, and tracking pupil development. The learn base for the strategy is accessibly summarized. The better half workbook, on hand individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based overview and instruction.*Shows how the author's procedure matches completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance concentrating on 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)

Example text

Clearly, for the “moratorium” suggested by Arter and Jenkins (1979) to occur, alternative models of academic remediation that appear to have a significant database must be examined. Direct Interventions for Academic Problems Interventions for academic problems are considered direct if the responses targeted for change are identical to those observed in the natural environment. For example, in reading, interventions that specifically address read- 28 A C A DEMIC S KILL S P ROBLEM S ing skills such as comprehension, phonetic analysis, or vocabulary development are considered direct interventions.

Derived from earlier work on “data-based program modification” (Deno & Mirkin, 1977), Deno’s model, called “curriculum-based measurement” (CBM), is primarily designed as a progress-Â�monitoring system rather than as a system designed to develop intervention strategies. The most common use of this model employs repeated and frequent administration of a standard set of skills probes that are known to reflect student progress within the curriculum in which the child is being instructed. Research has shown that the model is effective in monitoring student progress even when the curriculum of instruction is not matched to the nature of the measures used for Introduction 21 purposes of monitoring (L.

The real difficulty with the CHT approach, as well as other similar efforts focused on neuropsychological assessment in identifying learning difficulties, is the poor link between the assessment findings and the intervention strategies that flow from the assessment. Very little well-�designed and empirically founded research on the treatment validity of CHT or other such approaches can be found. Although advocates of CHT will point to specific case studies illustrating their findings, or to examples with small samples of how CHT is applied to intervention development, systematic and well-�controlled research of the link between CHT and other similar methods of assessment is yet to be evident in the literature.

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