By Edward S. Shapiro
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This renowned practitioner consultant and textual content provides an efficient, problem-solving-based method of comparing and remediating educational talents difficulties. top authority Edward S. Shapiro presents functional innovations for operating with scholars throughout all grade degrees (K–12) who're suffering from analyzing, spelling, written language, or math.
This booklet highlights the latest advancements within the region of study, coverage and perform. the entire authors are popular within the box of dyslexia and they'll provide major contributions on the drawing close BDA convention ' Dyslexia: the dividends from study to coverage and perform' to be held at Warwick collage in March 2004.
The authors base their taxonomy on 4 ordinarily accredited theoretical assumptions approximately curricular idea: the character of the proficient learner; the position of the educator; the calls for of data; and the wishes of society. all the ideas is gifted with a descriptive remedy, a prescriptive remedy, and an intensive dialogue that incorporates suggested practices.
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Additional info for Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention
Kazdin (1985) likewise pointed to the known constellations of behavior, which suggest that focus on single targets for assessment or remediation would be inappropriate. Kratochwill (1985b) has discussed the way in which target behaviors are selected through behavioral consultation. He noted the issues related to using ver- 31 32 A C A DEMIC S KILL S P ROBLEM S bal behavior as the source for target behavior selection as problematic. In addition, Weist, Ollendick, and Finney (1991) noted that for children, in particular, there is limited use of empirically based procedures that incorporate their perspective as well in the selection of appropriate targets for intervention.
Selecting Targets for Assessment We (Lentz & Shapiro, 1985) have listed several basic assumptions in assessing academic problems. Each assumption is consistent with a behavioral approach to assessment and recognizes the important differences between assessment for academic problems and assessment for behavioral–Â�emotional problems (in which behavioral methods more typically are used). â•‡ Assessment must reflect an evaluation of the behavior in the natural environment. Behavioral assessment emphasizes the need for collecting data under conditions that most closely approximate the natural conditions under which the behavior originally occurred.
In their model, student skills within grades are assessed by teacher-made Choosing Targets for Assessment and Remediation 45 tests. These measures offer remediation recommendations for skill development, and students are reassessed on these criterion-Â�referenced tests following the implementation of an instructional technique designed to improve the identified skill deficit. Gickling and Havertape (1981), Gickling and Rosenfield (1995), and Gickling and Thompson (1985) describe a subskill mastery model based on principles of controlling the difficulty level of material presented to students during the instructional process.
Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention by Edward S. Shapiro