Download e-book for kindle: Academic Skills Problems, Fourth Edition: Direct Assessment by Edward S. Shapiro

By Edward S. Shapiro

ISBN-10: 1606239600

ISBN-13: 9781606239605

This well known practitioner advisor and textual content offers a good, problem-solving-based method of comparing and remediating educational talents difficulties. best authority Edward S. Shapiro presents useful innovations for operating with scholars throughout all grade degrees (K–12) who're being affected by examining, spelling, written language, or math. step by step instructions are unique for assessing scholars' studying and their tutorial surroundings, utilizing the information to layout tutorial adjustments, and tracking pupil development. The learn base for the technique is accessibly summarized. The spouse workbook, to be had individually, comprises perform workouts and reproducible kinds.
 
New to This version
*Incorporates the most recent advances in evidence-based overview and guide.
*Shows how the author's strategy matches completely right into a reaction to intervention (RTI) version.
*Chapter and prolonged case instance targeting RTI.
*30 of the figures, tables, and kinds are new or revised.

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Extra resources for Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention

Example text

In particular, application of CHT in the identification and treatment of learning disabilities has been strongly suggested (Hale, Kaufman, Nagliari, & Kavale, 2006). There is little doubt that neuropsychological processing plays a role in learning difficulties. Indeed, substantial research in cognitive psychology and neuropsychological processing has demonstrated that there are direct links between aspects of brain processing and the subsequent outcomes observed in children’s achievement (Berninger & Richards, 2002; Hale & Fiorello, 2004; Naglieri, 2005; Semrud-Â�Clikeman, 2005).

Greenwood and his associates at the Juniper Garden Children’s Project in Kansas City have examined academic engaged time by focusing on student opportunities to respond. , 2002; Hall, Delquadri, Greenwood, & Thurston, 1982; Myers, 1990; Pickens & McNaughton, 1988; Stanley & Greenwood, 1983; Thurlow, Ysseldyke, Graden, & Algozzine, 1983, 1984; Ysseldyke, Thurlow, Christenson, & McVicar, 1988; Ysseldyke, Thurlow, Mecklenberg, Graden, & Algozzine, 1984). A number of academic interventions designed specifically to increase opportunities to respond has been developed.

One of the few published studies examining the K-ABC approach to remediation was reported by Ayres and Cooley (1986). Two procedures were developed based directly on Kaufman and Kaufman’s (1983) recommended remediation strategies suggested in the K-ABC interpretive manual. One strategy 26 A C A DEMIC S KILL S P ROBLEM S used a sequential processing approach, whereas the other used a simultaneous approach. Students who were differentiated as simultaneous or sequential processors on the K-ABC were divided such that half of each group was trained on tasks matched to processing mechanisms and half on unmatched tasks.

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Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention by Edward S. Shapiro


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