By Edward S. Shapiro PhD
This well known practitioner consultant and textual content offers an efficient, problem-solving-based method of comparing and remediating educational abilities difficulties. top authority Edward S. Shapiro presents useful thoughts for operating with scholars throughout all grade degrees (K–12) who're suffering from interpreting, spelling, written language, or math. step by step instructions are specified for assessing scholars' studying and their tutorial surroundings, utilizing the knowledge to layout educational ameliorations, and tracking pupil growth. The learn base for the method is accessibly summarized. The better half workbook, to be had individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the most recent advances in evidence-based evaluation and instruction.*Shows how the author's strategy matches completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance concentrating on RTI.*30 of the figures, tables, and kinds are new or revised.
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Extra info for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)
These limitations may severely limit the usefulness of these measures for academic evaluations. Criterion-Â�Referenced Tests Another method for assessing individual academic skills is to examine a student’s mastery of specific skills. This procedure requires comparison of student performance against an absolute standard that reflects acquisition of a skill, rather than the normative comparison made to same-age/samegrade peers that is employed in norm-Â�referenced testing. ” Criterion-Â�referenced tests reflect domains of behavior and offer intrasubject, rather than intersubject, comparisons.
S. , 1984; McCurdy & Shapiro, 1992; Shimabukuro, Prater, Jenkins, & Edelen-Smith, 1999; Shapiro & Cole, 1994, 1999; Szykula, Saudargas, & Wahler, 1981; Todd, Horner, & Sugai, 1999), public posting of performance (Van Houten, Hill, & Parsons, 1975), peer and self-Â�corrective feedback (Skinner, Shapiro, Turco, Cole, & Brown, 1992), and positive practice (Lenz, Singh, & Hewett, 1991; Ollendick, Matson, Esvelt-Â�Dawson, & Shapiro, 1980), have all been employed as direct interventions for academic problems.
In contrast, specific subskill-Â�mastery models do not use standardized measures. Instead, measures are criterion referenced and usually based on the development of a skills hierarchy. The primary objective of this model is to determine whether students are meeting the short-term instructional objectives of the curriculum. The measures may or may not have any relationship to the long-term goals of mastering the curriculum. Specific subskill-Â�mastery models require a shift in measurement with the teaching of each new objective.
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