By Edward S. Shapiro PhD
This renowned practitioner consultant and textual content provides a good, problem-solving-based method of comparing and remediating educational talents difficulties. prime authority Edward S. Shapiro offers useful innovations for operating with scholars throughout all grade degrees (K–12) who're suffering from analyzing, spelling, written language, or math. step by step guidance are special for assessing scholars' studying and their educational surroundings, utilizing the information to layout educational transformations, and tracking scholar development. The study base for the strategy is accessibly summarized. The significant other workbook, on hand individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based review and instruction.*Shows how the author's strategy matches completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance targeting RTI.*30 of the figures, tables, and kinds are new or revised.
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Additional resources for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)
This determination requires that periodic assessments be conducted. Because norm-Â�referenced tests are developed as samples of skills and are therefore limited in the numbers of items that sample various skills, the frequent repetition of these measures results in significant bias. Indeed, these measures were never designed to be repeated at frequent intervals without compromising the integrity of the test. Use of norm-Â�referenced tests to assess student progress is not possible. In addition to the problem of bias from frequent repetition of the tests, the limited skills assessed on these measures may result in a very poor sensitivity to small changes in student behavior.
Deno, Fuchs, Marston, & Shin, 2001; Deno, Marston, & Mirkin, 1982; Deno, Marston, & Tindal, 1985– 1986; Deno, Mirkin, & Chiang, 1982; Foegen, Jiban, & Deno, 2007; L. S. Fuchs, Deno, & Mirkin, 1984; L. S. Fuchs & D. Fuchs, 1986a; L. S. Fuchs, D. Fuchs, Hamlett, Phillips, & Bentz, 1994; Shinn, Habedank, Rodden-Nord, & Knutson, 1993; Stecker & Fuchs, 2000; Wayman, Wallace, Wiley, Espin, & Tichá, 2007). Although each of these models offers useful and important alternatives to norm- and criterion-Â�referenced testing, they all focus primarily on the evaluation of student academic performance to examine student skills.
Deno, 1985) make decisions about a child’s academic skills without adequate consideration of the instructional environment in which these skills have been taught. Unfortunately, a substantial literature has demonstrated that a child’s academic failure may reside in the instructional environment rather than in the child’s inadequate mastery of skills (Lentz & Shapiro, 1986; Thurlow, Ysseldyke, Wotruba, & Algozzine, 1993; Ysseldyke, Spicuzza, Kosciolek, & Boys, 2003). Indeed, if a child fails to master an academic Choosing Targets for Assessment and Remediation 33 skill, it directly suggests potential failure in the instructional methodologies.