Effective Math Interventions: A Guide to Improving Whole-Number Knowledge (The Guilford Practical Intervention in the Schools Series)

Codding, Robin S.

ISBN 10: 1462528287 / ISBN 13: 9781462528288

Published by The Guilford Press, 2017

About this Item

Seller Inventory # 85P91_19_1462528287

Bibliographic Details

• Title: Effective Math Interventions: A Guide to Improving Whole-Number Knowledge (The Guilford Practical Intervention in the Schools Series)
• Publisher: The Guilford Press
• Publication Date: 2017
• Language: English
• ISBN 10: 1462528287
• ISBN 13: 9781462528288
• Binding: Soft cover
• Condition: new

About this title

Synopsis

Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

About the Author

Robert J. Volpe, PhD, is Associate Professor in the School Psychology Program in the Bouvé College of Health Sciences at Northeastern University in Boston. His research focuses on designing and evaluating academic and behavioral interventions for students with disruptive behavior disorders. He also is interested in behavioral assessment, particularly with regard to designing feasible systems for evaluating the effects of intervention. Dr. Volpe has authored or coauthored over 60 articles and book chapters, is on the editorial advisory boards of the Journal of Attention Disorders and the Journal of School Psychology, and is Associate Editor of School Psychology Review.