Download Academic Skills Problems, Fourth Edition: Direct Assessment by Edward S. Shapiro PDF

By Edward S. Shapiro

This renowned practitioner consultant and textual content offers a good, problem-solving-based method of comparing and remediating educational abilities difficulties. prime authority Edward S. Shapiro offers functional recommendations for operating with scholars throughout all grade degrees (K–12) who're being affected by analyzing, spelling, written language, or math. step by step directions are unique for assessing scholars' studying and their tutorial atmosphere, utilizing the knowledge to layout tutorial ameliorations, and tracking scholar development. The study base for the method is accessibly summarized. The better half workbook, to be had individually, comprises perform routines and reproducible varieties.
 
New to This variation
*Incorporates the most recent advances in evidence-based review and guideline.
*Shows how the author's strategy suits completely right into a reaction to intervention (RTI) version.
*Chapter and prolonged case instance targeting RTI.
*30 of the figures, tables, and varieties are new or revised.

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Additional resources for Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention

Example text

What is the most efficient way to determine student progress? Clearly, the selection of behaviors for assessment and intervention is a critical decision in remediating academic problems. The complexity of target behavior selection for assessment and intervention is reflected in a number of articles published in a special issue of Behavioral Assessment (1985, Vol. 7, No. 1). For example, Evans (1985) suggested that identifying targets for clinical assessment requires an understanding of the interactions among behavioral repertoires.

In the behavioral assessment of academic skills, it is important to establish significant overlap between the curriculum and the test. Without such overlap, it is difficult to separate a child’s failure on these tests due to inadequate mastery of the curriculum from the failure to teach material covered on the test. ╇ The results of the assessment should be strongly related to planning interventions. A primary purpose of any assessment is to identify those strategies that may be successful in remediating the problem.

This process continues through a skills hierarchy that leads to mastery of the required curriculum materials. In particular, the model serves as a mechanism for teachers to identify specific skills in need of remediation and to design effective interventions to remediate those skills. Models such as those identified by Idol et al. (1996), Gickling and Havertape (1981), or Howell and Nolet (1999) typify this model. General outcome measurement (GOM) models provide a standardized assessment tool across curricular objectives.

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