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Academic Skills Problems: Direct Assessment and Intervention 4ed

by Edward S Shapiro Guilford Publications
Pub Date:
11/2010
ISBN:
9781606239605
Format:
Hbk 447 pages
Price:
AU$122.00 NZ$126.09
Product Status: Available in Approx 14 days
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& Academics:
Available as eBook
AU$122.00 | NZ$138.70

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This popular practitioner guide and text presents an effective,
problem-solving-based approach to evaluating and remediating
academic skills problems. Leading authority Edward S. Shapiro
provides practical strategies for working with students across all
grade levels (K–12) who are struggling with reading, spelling,
written language, or math. Step-by-step guidelines are detailed
for assessing students’ learning and their instructional environment, using the data to design instructional modifications, and monitoring student progress. The research base for the approach is accessibly summarized. The companion workbook, available separately, contains practice exercises and reproducible forms.

New to this edition: incorporates the latest advances in evidence-based assessment and instruction; shows how the author’s approach fits perfectly into a response to intervention (RTI) model; chapter and extended case example focusing on RTI; and 30 of the figures, tables, and forms are new or revised.

AUDIENCE: School psychologists, K–12 school administrators,
special educators, and classroom teachers; graduate students and researchers in these fields.

1. Introduction
2. Choosing Targets for Academic Assessment and Remediation
3. Step 1: Assessing the Academic Environment
4. Step 2: Assessing Instructional Placement
5. Step 3: Instructional Modification I: General Strategies
6. Step 3: Instructional Modification II: Specific Skills Areas
7. Step 4: Progress Monitoring
8. Academic Assessment within a Response-to-Intervention Framework
9. Case Illustrations

"Long a standard in the field, this book will continue to serve as a seminal text. With updated chapters on assessing instructional placement and providing instructional modification and a new chapter on RTI, the fourth edition belongs on the shelf of any practitioner who desires to more fully understand direct academic assessment and RTI."--John M. Hintze, PhD, Professor and Director, School Psychology Program, University of Massachusetts-Amherst "An essential resource for school psychologists. The fourth edition of Academic Skills Problems and the companion workbook update the core features of previous editions within a contemporary multi-tiered format. Shapiro has provided an excellent reference on curriculum-based assessment, measurement, and evaluation, as well as formal classroom observation techniques. He not only describes how to assess student difficulties, but also offers ample intervention guidance. This text will work well in a number of courses related to the training of school psychologists; I personally will use it in my course on Instructional Consultation."--Joseph F. Kovaleski, DEd, Director, Doctoral Program in School Psychology, Indiana University of Pennsylvania [practitioner quote]"This essential reference provides a synthesis of cutting-edge research and offers pragmatic, practitioner-oriented guidance relevant to each and every member of a school’s problem-solving team. The fourth edition continues to be unique in its comprehensive approach to teasing apart the utility and implementation of various assessment methods and linking identified skills problems to simple yet highly effective interventions. Of particular relevance today is the focus on data analysis and interpretation in the context of response to intervention (RTI) frameworks. Given the critical need for administering technically adequate RTI assessment practices with fidelity, Academic Skills Problems, Fourth Edition, and the accompanying workbook are invaluable as tools for both preservice training and staff professional development."--Laura Lent, EdS, NCSP, staff development and training specialist, Lancaster-Lebanon Intermediate Unit 13, Pennsylvania
Edward S. Shapiro, PhD, Director, Center for Promoting Research to Practice, and Professor, School Psychology Program, College of Education, Lehigh University, Bethlehem, PA, USA