Essentials of planning, selecting, and tailoring interventions for unique learners /

"This book offers concrete, step-by-step procedures for assessing and interpreting cognitive and academic performance for the purpose of intervention planning. It helps practitioners answer the question, "Which intervention(s) should I use and why?" Leading experts use real case studi...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Mascolo, Jennifer T. (editor fo compilation.), Flanagan, Dawn P. (editor fo compilation.), Alfonso, Vincent C. (editor fo compilation.)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Hoboken, New Jersey : John Wiley and Sons, [2014]
Colección:Essentials of psychological assessment series.
Temas:
Linguistic minorities > Education. Children of minorities > Education. Multicultural education./ LC4065Children with social disabilities > Education.
Special education.
Remedial teaching.
Students with disabilities > Education.
Education, Special
Remedial Teaching
Éducation spéciale.
Enseignement correctif.
special education.
PSYCHOLOGY > Clinical Psychology.
Remedial teaching
Special education
Students with disabilities
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Essentials of Psychological Assessment Series
  • Title Page
  • Copyright
  • Dedication
  • Series Preface
  • Acknowledgments
  • Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation
  • Chapter One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI)
  • Planning and Selecting Interventions versus Tailoring Interventions
  • A Method for Tailoring Interventions
  • Steps of SMAARTI
  • Summary
  • References
  • Chapter Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and PracticePreliminary Information About RTI
  • Tier 1 Prevention
  • Tier 2 Prevention
  • Tier 3 Intervention
  • Conclusion
  • References
  • Chapter Three: Homeâ€"School Collaboration for Intervention Planning
  • What is Collaboration?
  • Why Establish Partnerships Across School and Home?
  • Key Components for Collaborative Partnerships
  • Structured Problem Solving: Conjoint Behavioral Consultation
  • Intervention Planning and Implementation
  • ConclusionsNote
  • References
  • Part II: Selecting and Tailoring Interventions and Individualizing Instruction
  • Chapter Four: Tailoring Interventions in Reading Based on Emerging Research on the Development of Word Recognition Skills
  • Preventing and Correcting Most Reading Difficulties
  • Mystery Solved: Understanding Word-Level Reading Difficulties
  • How we Store Words
  • Recommendations Based on Current Knowledge
  • Summary
  • Notes
  • References
  • Chapter Five: Selecting and Tailoring Interventions for Students with Reading Difficulties
  • Literacy DevelopmentA Neuropsychological Perspective
  • Subtypes of Reading Disorders
  • Choosing an Intervention
  • Phonological Programs
  • Fluency Programs
  • Comprehension Programs
  • Summary
  • References
  • Chapter Six: Selecting and Tailoring Interventions for Students with Mathematics Difficulties
  • Overview of Mathematics Difficulties and Mathematics Learning Disabilities
  • Summary of Common Reasons for Mathematics Difficulties and Mathematics Learning Disabilities
  • Cases of Students with Mathematics Difficulties and Mathematics Learning Disabilities
  • Interventions for Students with Mathematics Difficulty and Mathematics Learning DisabilitiesSummary and Conclusions
  • References
  • Chapter Seven: Selecting and Tailoring Interventions for Students with Written Expression Difficulties
  • The News
  • What Does It Take to Become a Good Writer?
  • Writing Instruction
  • Conclusion
  • References
  • Chapter Eight: Individualizing Instruction For Students With Oral And Written Language Difficulties
  • I. Evidence-Based, Conceptual Framework for Functional Language Systems

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