Academic Skills Problems 15th Edition by Workbook Edward S Shapiro ISBN 146255119X 9781462551194

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ISBN 10: 146255119X 
ISBN 13: 9781462551194
Author: Workbook Edward S Shapiro

Now in a revised and expanded fifth edition that reflects current research and best practices in direct assessment and intervention, this text addresses a perennial need for school practitioners and practitioners in training. Presented is a comprehensive, problem-solving-based approach for working with K–12 students who are struggling with reading, writing, or mathematics. The book provides a framework for evaluating the instructional environment as well as each student’s context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro’s approach. *New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students. *Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions. *Updated and expanded coverage of key topics–universal screening; progress monitoring; intensive, individualized academic skills interventions; and more. See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format.

Academic Skills Problems 15th Table of contents:

Chapter 1: Introduction
The Focus of This Text
Background, History, and Rationale for Academic Assessment and Intervention
Assessment and Decision Making for Academic Problems
Types of Individual Assessment Methods
Direct Assessment of Academic Skills: Curriculum-Based Assessment
Intervention Methods for Academic Skills
Chapter 2: Choosing Targets for Academic Assessment and Intervention
Assumptions Underlying the Selection of Skills and Behaviors for Assessment
Sources of Influence for the Model
Identifying Targets for Assessment and Intervention in the Academic Environment
Identifying Academic Skills Targets for Assessment and Intervention
Skills and Processes That Are Rarely Good Targets for Academic Assessment and Intervention
Summary and Conclusions: Identifying Targets for Assessment and Intervention
Chapter 3: Step 1: Assessing the Academic Environment
Assessing the Academic Environment: Overview
Teacher Interviews
Direct Observation
Student Interview
Permanent Product Review
Hypothesis Formation and Refinement
Chapter 4: Step 2: Direct Assessment of Academic Skills and Assessing Instructional Placement
Major Objectives in Directly Assessing Academic Skills
Direct Assessment of Reading Skills
Direct Assessment of Mathematics Skills
Direct Assessment of Writing Skills
Considering Skill versus Performance Deficits (“Can’t Do” vs. “Won’t Do”) in Academic Skills
Summarizing the Data Collection Process and Revisiting the Hypothesis
Chapter 5: Step 3: Instructional Modification I: General Strategies and Enhancing Instruction
Background
General and Simple Strategies for Academic Problems: Less Intensive Approaches That Do Not Require Changing Instruction
Moderately Intensive Strategies and Approaches: Enhancements to Instruction to Make It More Effective
Summary and Conclusions
Chapter 6: Step 3: Instructional Modification II: Specific Skills and More Intensive Interventions
Reading Interventions
I. Interventions for Basic (Beginning) Reading: Integrating Phonemic Awareness, Alphabetic Knowledge, Decoding, and Spelling
II. Intervention and Strategies for Advanced Word Reading Skills
Practice Strategies for Improving Word and Text Reading Efficiency
III. Interventions for Reading Comprehension and Content-Area Reading
Interventions for Mathematics
Interventions for Writing Skills
Summary and Conclusions: Specific and Intensive Interventions
Chapter 7: Step 4: Progress Monitoring
Curriculum-Based Measurement
Distinguishing Terms: Progress Monitoring, CBM, and Data-Based Individualization
Characteristics of CBM and Other Forms of Progress Monitoring
Step 1: Selecting a Progress Monitoring Measure
Step 2: Setting a Progress Monitoring Goal
Step 3: Determining How Often to Monitor Progress
Step 4: Graphing Data
Step 5: Making Data-Based Instructional Decisions
Summary and Conclusions: Ongoing Progress Monitoring and Data-Based Decision Making
Chapter 8: Academic Assessment within Response-to-Intervention and Multi-Tiered Systems of Support Frameworks
Assessment for Universal Screening
Progress Monitoring within MTSS
Comprehensive MTSS Programs
Summary and Conclusions
Chapter 9: Case Illustrations
Case Examples for Academic Assessment
Case Examples of Intervention and Progress Monitoring
Case Examples of the Four-Step Model of Direct Academic Assessment
Case Example of Direct Assessment within an MTSS Model
Summary and Conclusions

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Tags: Workbook Edward S Shapiro, Academic, Skills