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Editorial Reviews
Review
"Shapiro's text is an invaluable guide for school-based practitioners on curriculum-based assessment and direct academic interventions. The book is thorough, yet concise, and very practical. From start to finish, the reader is taken sequentially, step-by-step, through the direct assessment of and interventions for academic skills problems, including actual case examples, detailed instructions, helpful hints, and demonstrations of the implementation of the various methods and procedures. This work is truly ¨must reading' for anyone attempting to remediate students' academic skills and performance." --Daniel H. Tingstrom, Ph.D., University of Southern Mississippi "For the increasing number of school psychologists interested in developing their skills in classroom-based academic assessment and intervention, this updated book is a welcome resource. The detailed description of how to design academic assessments within the ecology of the classroom offers a comprehensive guide to the process. The focus on procedures for progress monitoring is especially useful as a model for good practice and accountability for the school consultant. A common concern of practitioners is the search for classroom interventions, and this book contains a selection of well-researched strategies keyed to the educational needs of students. The suggestions for using computer technology for assessment and intervention will be much appreciated by those practitioners interested in integrating the computer into their practice." --Sylvia Rosenfield, Ph.D., University of Maryland-College Park "Once in a while a text comes along that should be required reading for all school psychologists involved in delivery of psychoeducational services to children and adolescents. Shapiro has produced a second edition of the classic text on methodologies for assessment and intervention with a wide variety of academic problems. The content in this book is at the cutting edge of the field, and serves as a wonderful template for future research activities, but, more importantly, it will have an enormous impact on high-quality practice of psychology in the schools. I strongly recommend it for students and seasoned practitioners. It will advance the scope and quality of their practice in a major way." --Thomas R. Kratochwill, Ph.D., Professor and Director, School Psychology Program, University of Wisconsin-Madison -- Review --This text refers to an out of print or unavailable edition of this title.
Review
See all Editorial Reviews
"Shapiro's text is an invaluable guide for school-based practitioners on curriculum-based assessment and direct academic interventions. The book is thorough, yet concise, and very practical. From start to finish, the reader is taken sequentially, step-by-step, through the direct assessment of and interventions for academic skills problems, including actual case examples, detailed instructions, helpful hints, and demonstrations of the implementation of the various methods and procedures. This work is truly ¨must reading' for anyone attempting to remediate students' academic skills and performance." --Daniel H. Tingstrom, Ph.D., University of Southern Mississippi "For the increasing number of school psychologists interested in developing their skills in classroom-based academic assessment and intervention, this updated book is a welcome resource. The detailed description of how to design academic assessments within the ecology of the classroom offers a comprehensive guide to the process. The focus on procedures for progress monitoring is especially useful as a model for good practice and accountability for the school consultant. A common concern of practitioners is the search for classroom interventions, and this book contains a selection of well-researched strategies keyed to the educational needs of students. The suggestions for using computer technology for assessment and intervention will be much appreciated by those practitioners interested in integrating the computer into their practice." --Sylvia Rosenfield, Ph.D., University of Maryland-College Park "Once in a while a text comes along that should be required reading for all school psychologists involved in delivery of psychoeducational services to children and adolescents. Shapiro has produced a second edition of the classic text on methodologies for assessment and intervention with a wide variety of academic problems. The content in this book is at the cutting edge of the field, and serves as a wonderful template for future research activities, but, more importantly, it will have an enormous impact on high-quality practice of psychology in the schools. I strongly recommend it for students and seasoned practitioners. It will advance the scope and quality of their practice in a major way." --Thomas R. Kratochwill, Ph.D., Professor and Director, School Psychology Program, University of Wisconsin-Madison -- Review --This text refers to an out of print or unavailable edition of this title.
Review
"Academic Skills Problems, Third Edition continues to fill an important need for school psychologists. Many texts address these problems in a general way and leave it ip to practitioners to devise ways of applying the data in their daily work. Dr. Shapiro's approach is to review the current research and then present the information in a practical way via his 4-step model. Not only does this book provide valuable information on how to approach assessment, but it is also very comprehensive. It covers everything from choosing target behaviors and assessing the learning environment, to implementing modifications within the classroom setting, to monitoring progress and making changes where necessary."--Robert B. Covi, PhD, Jackson County (GA) Public Schools
"The third edition of this seminal book is a 'must-have' for any school-based professional involved in the assessment of academic skills in elementary-age students. Shapiro has once again provided the field with a user-friendly approach to curriculum-based assessment (CBA) that addresses the increasing need for scientifically based practice, accountability, and the monitoring of student progress."--John M. Hintze, PhD, School Psychology Program, University of Massachusetts at Amherst
"This outstanding third edition reflects the most recent advances in knowledge about direct academic assessment and intervention. The book will have broad applicability to university programs in education, school psychology, and special education, as well as providing an invaluable resource for school-based professionals. This is an excellent contribution to the literature and will serve as the critical source for addressing children’s academic skills problems."--Tanya L. Eckert, PhD, Department of Psychology, Syracuse University
"This now-classic text is more relevant than ever. Shapiro once again provides school-based practitioners with an invaluable resource. The volume clearly presents state-of-the-art assessment and intervention procedures that are robust and empirically supported in an extensive literature across numerous investigations. While Shapiro’s approach is extremely thorough, the chapters are relatively short and the tone is accessible. No school-based practitioner involved with the assessment and/or remediation of students’ academic skills should be without this book. It is an excellent text for graduate-level school psychology and special education courses, especially those with an experiential (e.g., practicum) component."--Daniel H. Tingstrom, PhD, School Psychology Program, University of Southern Mississippi
"While traditional, norm-referenced assessments offer little guidance for planning instructional supports for individual students, Academic Skills Problems, Third Edition provides clear, concise, practical methods for conducting assessments that really are linked to interventions. Readers will find it easy to begin utilizing curriculum-based probes and developing recommendations for research-based interventions. Faculty in school psychology programs will welcome this volume for use in assessment, academic intervention, and practicum courses. It is likely to be very useful in special education methods courses as well. School psychologists in the field who want to upgrade their assessment skills also will find this volume extremely valuable."--Kathleen Minke, PhD, School Psychology Program, University of Delaware
"The third edition of this seminal book is a 'must-have' for any school-based professional involved in the assessment of academic skills in elementary-age students. Shapiro has once again provided the field with a user-friendly approach to curriculum-based assessment (CBA) that addresses the increasing need for scientifically based practice, accountability, and the monitoring of student progress."--John M. Hintze, PhD, School Psychology Program, University of Massachusetts at Amherst
"This outstanding third edition reflects the most recent advances in knowledge about direct academic assessment and intervention. The book will have broad applicability to university programs in education, school psychology, and special education, as well as providing an invaluable resource for school-based professionals. This is an excellent contribution to the literature and will serve as the critical source for addressing children’s academic skills problems."--Tanya L. Eckert, PhD, Department of Psychology, Syracuse University
"This now-classic text is more relevant than ever. Shapiro once again provides school-based practitioners with an invaluable resource. The volume clearly presents state-of-the-art assessment and intervention procedures that are robust and empirically supported in an extensive literature across numerous investigations. While Shapiro’s approach is extremely thorough, the chapters are relatively short and the tone is accessible. No school-based practitioner involved with the assessment and/or remediation of students’ academic skills should be without this book. It is an excellent text for graduate-level school psychology and special education courses, especially those with an experiential (e.g., practicum) component."--Daniel H. Tingstrom, PhD, School Psychology Program, University of Southern Mississippi
"While traditional, norm-referenced assessments offer little guidance for planning instructional supports for individual students, Academic Skills Problems, Third Edition provides clear, concise, practical methods for conducting assessments that really are linked to interventions. Readers will find it easy to begin utilizing curriculum-based probes and developing recommendations for research-based interventions. Faculty in school psychology programs will welcome this volume for use in assessment, academic intervention, and practicum courses. It is likely to be very useful in special education methods courses as well. School psychologists in the field who want to upgrade their assessment skills also will find this volume extremely valuable."--Kathleen Minke, PhD, School Psychology Program, University of Delaware
See all Editorial Reviews
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Inside This Book
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First Sentence:
Brian, a second-grade student at Salter Elementary School, was referred to the school psychologist for evaluation. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
planned course format, average performing student, assessing instructional placement, keystone behavior strategy, remediating academic problems, assessing academic problems, extra tutoring sessions, general outcome measurement, listening previewing, basic skills progress, instructional ratios, oral reading rates, academic enablers, math probes, academic skills problems, assessing academic skills, computational objectives, oral reading fluency, making eligibility decisions, strategies intervention model, oral reading ability, generic passages, correct word sequences, academic responding, independent seatwork Key Phrases - Capitalized Phrases (CAPs): (learn more)
Van Houten, Off-Task Verbal, Nonsense Word Fluency, Off-Task Passive, Behavioral Observation of Students, Low Risk, Some Risk, Assessment Results, National Association of School Psychologists, Initial Sound Fluency, Intervention Central, Lehigh University, Project Follow-Through, University of Oregon, Flesch Reading Ease, Houghton Mifflin, Key Math, Monitoring Basic Skills Progress, Normative Update, Peabody Individual Achievement Test, The Guilford Press, Woodcock Reading Mastery Test, George Teacher, Intervention Strategies Attempted, Iowa Tests of Basic Skills New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Brian, a second-grade student at Salter Elementary School, was referred to the school psychologist for evaluation. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
planned course format, average performing student, assessing instructional placement, keystone behavior strategy, remediating academic problems, assessing academic problems, extra tutoring sessions, general outcome measurement, listening previewing, basic skills progress, instructional ratios, oral reading rates, academic enablers, math probes, academic skills problems, assessing academic skills, computational objectives, oral reading fluency, making eligibility decisions, strategies intervention model, oral reading ability, generic passages, correct word sequences, academic responding, independent seatwork Key Phrases - Capitalized Phrases (CAPs): (learn more)
Van Houten, Off-Task Verbal, Nonsense Word Fluency, Off-Task Passive, Behavioral Observation of Students, Low Risk, Some Risk, Assessment Results, National Association of School Psychologists, Initial Sound Fluency, Intervention Central, Lehigh University, Project Follow-Through, University of Oregon, Flesch Reading Ease, Houghton Mifflin, Key Math, Monitoring Basic Skills Progress, Normative Update, Peabody Individual Achievement Test, The Guilford Press, Woodcock Reading Mastery Test, George Teacher, Intervention Strategies Attempted, Iowa Tests of Basic Skills New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Citations (learn more)
This book cites 32
books:
See all 32 books this book cites
31
books
cite this book:
See all 31 books citing this book
- School Psychology by Stephen N. Elliott on 13 pages
- Mental Retardation by Journal on 6 pages
- Learning Disabilities by Stanley W. Johnson in Back Matter (1), Back Matter (2), and Back Matter (3)
- Applied Behavior Analysis by John O. Cooper in Back Matter (1), Back Matter (2), and Back Matter (3)
- Conducting School-Based Assessments of Child and Adolescent Behavior by Edward S. Shapiro Phd in Front Matter (1), Front Matter (2), and Back Matter
See all 32 books this book cites
- Child Abuse and Neglect: The School's Response by Connie Burrows Horton in Front Matter
- ADHD in the Schools, Second Edition: Assessment and Intervention Strategies by George J. DuPaul Phd in Front Matter
- Schools and Families: Creating Essential Connections for Learning by Sandra L. Christenson in Front Matter
- An A to Z Practical Guide to Learning Difficulties by Harry Ayers on page 23
- Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention by Jim Larson Phd in Front Matter
See all 31 books citing this book
Books on Related Topics
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What Do Customers Ultimately Buy After Viewing This Item?
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80% buy the item featured on this page: Academic Skills Problems: Direct Assessment and Intervention, Third Edition (Guilford School Practitioner) $36.00 |
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6% buy Effective School Interventions, Second Edition: Evidence-Based Strategies for Improving Student Outcomes $31.87 |
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6% buy The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (The Guilford Practical Intervention in Schools Series) $28.35 |
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4% buy Academic Skills Problems Workbook, Revised Edition (The Guilford School Practitioner Series) $32.00 |
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