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Download Academic Skills Problems, Fourth Edition: Direct Assessment by Edward S. Shapiro PDF

By Edward S. Shapiro

This well known practitioner consultant and textual content offers a good, problem-solving-based method of comparing and remediating educational talents difficulties. top authority Edward S. Shapiro offers useful ideas for operating with scholars throughout all grade degrees (K–12) who're being affected by analyzing, spelling, written language, or math. step by step directions are distinctive for assessing scholars' studying and their tutorial surroundings, utilizing the information to layout educational transformations, and tracking scholar growth. The study base for the procedure is accessibly summarized. The better half workbook, on hand individually, includes perform workouts and reproducible varieties.
 
New to This variation
*Incorporates the most recent advances in evidence-based evaluate and guideline.
*Shows how the author's procedure suits completely right into a reaction to intervention (RTI) version.
*Chapter and prolonged case instance concentrating on RTI.
*30 of the figures, tables, and kinds are new or revised.

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Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention

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Examination of the literature reveals hundreds of studies in which academic skills were the targets for remediation. , Lahey & Drabman, 1973; Lahey, McNees, & Brown, 1973) and improve oral reading fluency (Daly & Martens, 1994, 1999; Lovitt, Eaton, Kirkwood, & Perlander, 1971), formation of numbers and letters (Hasazi & Hasazi, 1972; McLaughlin, Mabee, Byram, & Reiter, 1987), arithmetic computation (Logan & Skinner, 1998; Lovitt, 1978; Skinner, Turco, Beatty, & Rasavage, 1989), spelling (Lovitt, 1978; Truchlicka, McLaughlin, & Swain, 1998; Winterling, 1990), and creative writing (Campbell & Willis, 1978).

Becker & Carnine, 1981; Rosenshine, 1979) suggest that students will be more attentive to a fast-paced instructional strategy. Another form of immediate antecedent that appears to influence academic responding involves the use of self-talk. A well-Â�developed literature demonstrates that a child’s academic responses can be altered by 40 A C A DEMIC S KILL S P ROBLEM S teaching the child to perform self-Â�instructions. , Lloyd, 1980; Wood, Rosenberg, & Carran, 1993). , 1993). Although there has been substantial support for the effects of immediate antecedent stimuli on academic responding, little research has examined the impact of antecedent conditions that are removed in time from the academic responses but may equally affect performance.

334). Copyright 1990 by the National Association of School Psychologists. Adapted by permission of the author. review of student-Â�produced academic products. The assessment continues by determining the student’s current instructional level in curriculum materials. Next, instructional modifications designed to maximize student success are implemented with ongoing assessment of the acquisition of instructional objectives (short-term goals). The final step of the model involves the monitoring of student progress toward long-term (year-end) curriculum goals.

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