Academic skills problems : direct assessment and intervention / Edward S. Shapiro.

Format:

Book

Author/Creator:

Shapiro, Edward S. (Edward Steven), 1951-2016.

Contributor:

James Hosmer Penniman Book Fund.

Series:

Guilford school practitioner series

The Guilford school practitioner series

Language:

English

Subjects (All):

Remedial teaching.

Basic education.

Educational tests and measurements.

Physical Description:

xiv, 370 pages : illustrations ; 25 cm.

Edition:

Third edition.

Place of Publication:

New York : Guilford Press, [2004]

Summary:

The past decade has seen a growing emphasis on the importance of linking assessment to intervention for struggling students, coupled with increasing support for the methodology known as direct or curriculum-based assessment. Reflecting the latest developments in the field, the revised and expanded third edition of this bestelling work provides a comprehensive framework for addressing academic skills problems with optimal effectiveness and accountability. From leading school psychologist Edward S. Shapiro, the book presents a readily applicable, four-step approach for working with students experiencing a range of difficulties with reading, spelling, written language, or math. This authoritative, highly practical volume is an indispensable resource and text for 21st-century practitioners.

The volume begins with an introductory chapter that describes Shapiro's influential approach and establishes a clear rationale for its use. Demonstrated is how evaluating academic skills in the context of the student's own school curriculum can help evaluators both recommend appropriate remediation procedures and measure resulting improvements in the student's performance. Readers are then guided sequentially through assessment of the instructional environment, assessment of instructional placement, instructional modification, and progress monitoring. Extensively rewritten to reflect current findings and best practices, the third edition gives increased attention to conceptualizing intervention planning as a problem-solving process. New sample forms and charts are featured, as are additional case illustrations and listings of useful Internet resources. Available separately is a newly revised companion workbook that contains helpful practice exercises and reproducible forms.

Providing scientifically based strategies for helping all children succeed, this timely volume belongs on the desks of school psychologists, general and special education teachers, learning specialists, guidance counselors, and principals, as well as other professionals involved in assessing academic skills. It will serve as a text in graduate courses in school psychology and special education and in undergraduate teacher education programs.

Contents:

Background, History, and Rationale for Academic Assessment and Intervention 4

Assessment and Decision Making for Academic Problems 6

Types of Individual Assessment Methods 7

Intervention Methods for Academic Skills 22

Chapter 2 Choosing Targets for Academic Assessment and Remediation 29

Selecting Targets for Assessment 31

Selecting Targets for Remediation: Linking Assessment to Intervention 52

Selecting Intervention Procedures 55

Summary of Procedures for Choosing Interventions 62

Chapter 3 Step 1: Assessing the Academic Environment 64

What Curriculum-Based Assessment Is 66

What Curriculum-Based Assessment Is Not 68

Assessing the Academic Environment: Overview 69

Teacher Interviews 71

Direct Observation 88

Student Interview 104

Permanent Product Review 107

Chapter 4 Step 2: Assessing Instructional Placement 123

Mathematics 136

Written Expression 146

Spelling 150

Summarizing the Data-Collection Process 151

Chapter 5 Step 3: Instructional Modification I: General Strategies 163

General Strategies for Academic Problems 168

Chapter 6 Step 3: Instructional Modification II: Specific Skills Areas 192

Mathematics 216

Spelling 223

Written Language 226

Chapter 7 Step 4: Progress Monitoring 234

Mathematics 252

Spelling 261

Written Language 264.

Notes:

Includes bibliographical references (pages 323-360) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

1572309776

OCLC:

56422169

Online:

Contributor biographical information

Publisher description