Synopses & Reviews
Review
"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 schools 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
Synopsis
This book has been replaced by Academic Skills Problems, Fifth Edition, ISBN 978-1-4625-5119-4
Synopsis
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.
About the Author
Edward S. Shapiro, PhD, is Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University, Bethlehem, Pennsylvania. He is a winner of the Senior Scientist Award given by the Division of School Psychology of the American Psychological Association and a past Editor of School Psychology Review, the official journal of the National Association of School Psychologists. Dr. Shapiro has written numerous books and other publications in the areas of curriculum-based assessment, behavioral assessment, behavioral interventions, and pediatric school psychology. He is best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems. Among his many projects, Dr. Shapiro has recently completed a federal project focused on the development of a multi-tiered response-to-intervention (RTI) model in two districts in Pennsylvania. He has been working as a consultant to facilitate the implementation of RTI with the Pennsylvania Department of Education as well as with many individual school districts across the country. He also codirects a training grant from the U.S. Department of Education to train preservice school psychologists as facilitators and developers of RTI implementation.
Table of Contents
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