Academic Skills Problems: Direct Assessment and Intervention, Second Edition

Edward S. Shapiro Phd

ISBN 10: 1572300930 / ISBN 13: 9781572300934

Published by The Guilford Press, 1996

About this Item

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Bibliographic Details

• Title: Academic Skills Problems: Direct Assessment and Intervention, Second Edition
• Publisher: The Guilford Press
• Publication Date: 1996
• Language: English
• ISBN 10: 1572300930
• ISBN 13: 9781572300934
• Binding: Hardcover
• Edition: 2nd Edition
• Condition: Very Good
• Weight: 20 ounces

About this title

Synopsis

Revising and updating the first edition of a best-selling text, this volume is organized around a four-step conceptual framework for the direct assessment of academic skills. Illustrated with numerous case studies, the book contains step-by-step instructions for assessment of the instructional environment, assessment of curriculum placement, instructional modification, and progress monitoring. Revisions to the text reflect important changes in teaching practices since the first edition was published, as well as new intervention strategies; and references, forms, and charts have also been completely updated. A companion workbook offers practice exercises that supplement the book's presentation of assessment and intervention strategies.

About the Author

Edward S. Shapiro received his doctorate in school psychology from the University of Pittsburgh. Since 1980, he has been the Coordinator of the school psychology program at Lehigh University, Bethlehem, Pennsylvania, where he is a Professor of School Psychology. He is outgoing Editor of School Psychology Review, the official journal of the National Association of School Psychologists, and has numerous publications in the areas of curriculum-based assessment, behavioral assessment, behavioral interventions, and self-management strategies for classroom behavior change. Recently, Dr. Shapiro has directed training and research projects focused on improving the skills of school personnel in strategies to better include students with serious emotional disturbances in regular education settings.