Academic Skills Problems Ed3 PDF ePub eBook

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Academic Skills Problems Ed3 free pdf [JACKET COPY] 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 bestselling 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.


Edward S. Shapiro, PhD, is Iacocca Professor of Education, Professor of School Psychology, and Director of the Center for Promoting Research to Practice at Lehigh University. He is also Executive Director of Lehigh Transition and Assessment Services, which provides training in the school-to-work transition for secondary school-age students and young adults with disabilities. A recipient of the Lightner Witmer Award from the Division of School Psychology of the American Psychological Association, in recognition of early career contributions to school psychology, he is past Editor of [i]School Psychology Review[/i], the official journal of the National Association of School Psychologists. Dr. Shapiro has written numerous books and publications in the areas of curriculum-based assessment, behavioral assessment, behavioral interventions, and self-management strategies for classroom behavior change, including [i]Conducting School-Based Assessments of Child and Adolescent Behavior[/i] and [i]Behavioral Assessment in Schools, Second Edition[/i] (both coedited with Thomas R. Kratochwill), and [i]Promoting Children's Health[/i] (coauthored with Thomas J. Power, George J. DuPaul, and Anne E. Kazak). He is currently codirecting a federal training project focused on developing doctoral school psychologists as pediatric school psychologists, a model of training that attempts to train students to integrate health, psychological, and educational needs for children within school settings.

Details Book

Author : SHAPIRO
Publisher : Guilford Publications
Data Published : 23 September 2004
ISBN : 1572309776
EAN : 9781572309777
Format Book : PDF, Epub, DOCx, TXT
Number of Pages : 370 pages
Age + : 15 years
Language : English
Rating :

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    . [JACKET COPY] 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 a