By Edward S. Shapiro
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Additional resources for Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention
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. â•‡ 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.