Academic Skills Problems: Direct Assessment and Intervention (Guilford School Practitioner)

Assessing the academic environment/assessing instructional placement/instructional modification, etc.

This bestselling text provides a comprehensive framework for the direct assessment of academic skills. Presented is a readily applicable, four-step approach for working with students experiencing a range of difficulties with reading, spelling, written language, or math. School-based practitioners are guided sequentially through assessment of the instructional environment, assessment of instructional placement, instructional modification, and progress monitoring. Available separately is a companion workbook containing helpful practice exercises and reproducible forms.

Booknews

Offers step-by-step instructions for using innovative direct assessment and intervention tools, organized around a four-step conceptual framework. Shows how direct methods can be used to establish links to intervention strategies and to determine the success of remedial efforts in different skill areas, with case examples and reproducible forms and charts. Of interest to professionals in educational assessment. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Edward S. Shapiro, PhD, is Iacocca Professor of Education, Professor of School Psychology, and Director of the Center for Promoting Research to Practice at Lehigh University. He is also Executive Director of Lehigh Transition and Assessment Services, which provides training in the school-to-work transition for secondary school-age students and young adults with disabilities. A recipient of the Lightner Witmer Award from the Division of School Psychology of the American Psychological Association, in recognition of early career contributions to school psychology, he is past Editor of School Psychology Review, the official journal of the National Association of School Psychologists. Dr. Shapiro has written numerous books and publications in the areas of curriculum-based assessment, behavioral assessment, behavioral interventions, and self-management strategies for classroom behavior change, including Conducting School-Based Assessments of Child and Adolescent Behavior and Behavioral Assessment in Schools, Second Edition (both coedited with Thomas R. Kratochwill), and Promoting Children's Health (coauthored with Thomas J. Power, George J. DuPaul, and Anne E. Kazak). He is currently codirecting a federal training project focused on developing doctoral school psychologists as pediatric school psychologists, a model of training that attempts to train students to integrate health, psychological, and educational needs for children within school settings.