By Edward S. Shapiro PhD
This renowned practitioner advisor and textual content provides a good, problem-solving-based method of comparing and remediating educational talents difficulties. prime authority Edward S. Shapiro offers useful recommendations for operating with scholars throughout all grade degrees (K–12) who're suffering from interpreting, spelling, written language, or math. step by step guidance are distinct for assessing scholars' studying and their educational setting, utilizing the information to layout tutorial variations, and tracking scholar development. The study base for the technique is accessibly summarized. The significant other workbook, on hand individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the most recent advances in evidence-based overview and instruction.*Shows how the author's method suits completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance concentrating on RTI.*30 of the figures, tables, and varieties are new or revised.
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Additional info for Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)
In addition, other procedures, such as group contingencies (Goldberg & Shapiro, 1995; Shapiro & Goldberg, 1986, 1990), monitoring of student progress (L. 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.
Although there were wide variations in levels of performance across classes, many were found to have under 100 cumulative hours of engaged time across a 150-day school year. Frederick et al. 54). The importance of engaged time has led to a number of studies examining the levels of student engagement across special education classrooms. Leinhardt, Zigmond, and Cooley (1981) examined engagement rates within reading instruction periods of self-Â�contained classrooms for students with learning disabilities.
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. As such, measures are not standardized from one objective to the next. Generally, these measures are teacher made, and the metric used to determine student performance can vary widely from accuracy to rate to analysis-of-error patterns. The model is designed primarily to provide suggestions for the types of instructional modifications that may be useful in teaching a student.