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1st ed |
| Descript |
1 online resource (498 pages) |
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text txt rdacontent |
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computer c rdamedia |
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online resource cr rdacarrier |
| Series |
Essentials of Psychological Assessment Ser |
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Essentials of Psychological Assessment Ser
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| Note |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners -- Contents -- Series Preface -- Acknowledgments -- Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation -- 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 -- Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) Form -- Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic Skills -- Step 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form -- Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic) -- Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness -- SUMMARY -- REFERENCES -- Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice -- PRELIMINARY INFORMATION ABOUT RTI -- Problem Solving Versus Standard Protocol -- Progress Monitoring -- TIER 1 PREVENTION -- Overview of Tier 1: Evidence-Based Instruction -- Instructional Tools: Qualities of Good Tier 1 Programs -- Implementation -- Progress Monitoring -- Making Adjustments -- Considerations for Secondary Schools -- Summary -- TIER 2 PREVENTION -- Overview of Tier 2: Intensive Instruction |
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Instructional Tools: Selecting a Program -- Implementation -- Progress Monitoring -- Making Adjustments -- Considerations for Secondary Schools -- Summary -- TIER 3 INTERVENTION -- Overview of Tier 3: Special Education? -- Instructional Tools: Designing Data-Based, Individualized Instruction -- Experimental Teaching/Data-Based Individualization -- Fidelity at Tier 3 -- Progress Monitoring -- Making Adjustments -- Considerations for Secondary Schools -- Summary -- CONCLUSION -- REFERENCES -- Three: Home-School Collaboration for Intervention Planning -- WHAT IS COLLABORATION? -- WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME? -- KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS -- Strengths-Based Approach -- Healthy Relationships -- Effective Communication -- STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION -- INTERVENTION PLANNING AND IMPLEMENTATION -- Creating Continuity Through Home and School Plans -- Matching Function of Behavior to Interventions -- Maximizing Treatment Integrity with Parents -- Example: Devon's Homework -- CONCLUSIONS -- REFERENCES -- Part II: Selecting and Tailoring Interventions and Individualizing Instruction -- Four: Tailoring Interventions in Reading Based on Emerging Research on the Development of Word Recognition Skills -- PREVENTING AND CORRECTING MOST READING DIFFICULTIES -- Prevention -- Remediation -- MYSTERY SOLVED: UNDERSTANDING WORD-LEVEL READING DIFFICULTIES -- Discovery of the Process Behind Sight-Word Learning -- Dispelling Popular Theories That Are Inconsistent With Research -- HOW WE STORE WORDS -- Orthographic Mapping Process -- The Formative Research on Orthographic Mapping -- How Orthographic Mapping Works -- Traditional Instructional Practices and Sight-Word Learning -- RECOMMENDATIONS BASED ON CURRENT KNOWLEDGE -- Prevention -- SUMMARY -- REFERENCES |
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Five: Selecting and Tailoring Interventions for Students With Reading Difficulties -- LITERACY DEVELOPMENT -- A NEUROPSYCHOLOGICAL PERSPECTIVE -- SUBTYPES OF READING DISORDERS -- CHOOSING AN INTERVENTION -- PHONOLOGICAL PROGRAMS -- Alphabetic Phonics -- Fundations -- SRA Corrective Reading -- Horizons Fast Track A-B -- Saxon Phonics and Spelling -- Lindamood Phoneme Sequencing Program (LiPS) -- FLUENCY PROGRAMS -- Read Naturally -- RAVE-O -- Great Leaps Reading -- Balanced Literacy Programs -- Read 180 -- Wilson Reading System -- COMPREHENSION PROGRAMS -- Soar to Success -- Lindamood Visualization and Verbalization Program -- SQ3R -- SUMMARY -- REFERENCES -- Six: Selecting and Tailoring Interventions for Students With Mathematics Difficulties -- OVERVIEW OF MATHEMATICS DIFFICULTIES AND MATHEMATICS LEARNING DISABILITIES -- Mathematics Domains and Mathematics Difficulties -- Critical Mathematics Skills and Concepts -- SUMMARY OF COMMON REASONS FOR MATHEMATICS DIFFICULTIES AND MATHEMATICS LEARNING DISABILITIES -- Cognitive Variables Related to Mathematics Achievement -- Instructional Variables -- CASES OF STUDENTS WITH MATHEMATICS DIFFICULTIES AND MATHEMATICS LEARNING DISABILITIES -- Case Study 1 -- Case Study 2 -- Case Study 3 -- Case Study 4 -- INTERVENTIONS FOR STUDENTS WITH MATHEMATICS DIFFICULTY AND MATHEMATICS LEARNING DISABILITIES -- Principles of Effective Instructional Design and Delivery -- Self-regulation and Motivation -- Progress Monitoring -- Case Study 1: Intervention for Sidney -- Case Study 2: Intervention for Mario -- Case Study 3: Intervention for Cooper -- Case Study 4: Intervention for Harper -- SUMMARY AND CONCLUSIONS -- REFERENCES -- Seven: Selecting and Tailoring Interventions for Students With Written Expression Difficulties -- THE NEWS -- WHAT DOES IT TAKE TO BECOME A GOOD WRITER? -- Strategic Approach to Writing -- Knowledge |
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Foundational Skills -- Motivation -- WRITING INSTRUCTION -- Illustrative Case Study 1: Second Grade -- Illustrative Case Study #2: Fourth Grade -- Illustrative Case Study #3: Seventh Grade -- CONCLUSION -- REFERENCES -- Eight: Individualizing Instruction for Students With Oral and Written Language Difficulties -- I. EVIDENCE-BASED, CONCEPTUAL FRAMEWORK FOR FUNCTIONAL LANGUAGE SYSTEMS -- What Is Language? -- What Are Language Difficulties? -- II. ASSESSMENT AND ASSESSMENT-INSTRUCTION TOOLS -- III. BIOLOGICAL AND ENVIRONMENTAL INFLUENCES ON LANGUAGE -- Biological Bases of Individual Differences -- Environmental Bases of Individual Differences -- IV. MODELS FOR INTERVENTION -- Historical Context for Current Challenges -- Predicting Reasonable Level of Written Language Achievement -- V. GENERAL GUIDELINES FOR INDIVIDUALIZING INSTRUCTION AND ILLUSTRATIVE CASES -- General Instructional Guidelines -- REFERENCES -- Part III: Interventions for Underserved and Mis-served Populations -- Nine: Interventions for English Learners With Learning Difficulties -- INTRODUCTION -- Current Achievement of ELs -- RTI and ELs -- Factors That Impact Academic Achievement -- INSTRUCTIONAL INTERVENTIONS FOR ELs -- Language Instruction -- Literacy Instruction -- The Big-Five Reading Pillars and ELs -- PLUSS Model -- Instruction of ELs in Special Education -- Instruction for ELs in Special Education Programs -- SUMMARY AND CONCLUSION -- REFERENCES -- Ten: Interventions for Students With Executive Skills and Executive Functions Difficulties -- DISTINGUISHING BETWEEN EXECUTIVE SKILLS AND EXECUTIVE FUNCTIONS -- EXECUTIVE DIFFICULTIES AND ACADEMIC PRODUCTION -- ASSESSMENT OF EXECUTIVE DIFFICULTIES -- CONCEPTUAL BASIS FOR EXECUTIVE CAPACITY INTERVENTIONS -- ADDITIONAL ISSUES RELATED TO INTERVENTION CONCEPTUALIZATION |
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SUGGESTED GENERAL GUIDELINES FOR PLANNING AND IMPLEMENTING INTERVENTIONS -- GENERAL INTERVENTION STRATEGIES FOR IMPROVING THE USE OF EXECUTIVE CAPACITIES -- INTERVENTIONS FOR EXECUTIVE DIFFICULTIES IMPACTING ACADEMIC SKILL PRODUCTION -- INTERVENTIONS FOR EXECUTIVE DIFFICULTIES IMPACTING READING -- INTERVENTIONS FOR EXECUTIVE FUNCTION DIFFICULTIES IMPACTING WRITTEN EXPRESSION -- INTERVENTIONS FOR EXECUTIVE FUNCTIONS DIFFICULTIES IMPACTING MATH -- INTERVENTION FOR EXECUTIVE-RELATED ACADEMIC PRODUCTION DIFFICULTIES IN THE UPPER GRADES -- PROGRESS MONITORING -- SUMMARY -- REFERENCES -- Eleven: Interventions for Students With Memory Difficulties -- A COMPREHENSIVE ASSESSMENT -- Health and Developmental History -- Metamemory Development and Strategy Use -- Classroom Environment and Academic Performance -- Analysis of Test Results -- DESIGNING AN INTERVENTION -- Selecting Exercises and Strategies -- Monitoring Progress and Modifying the Intervention -- Trainer Requirements -- DEVELOPMENT OF METAMEMORY -- WORKING MEMORY EXERCISES -- N-Back -- Counting Span -- Arithmetic Flashcards -- Visual-Spatial Recall -- Following Directions -- REHEARSAL -- LONG-TERM MEMORY STRATEGIES -- Semantic Clustering -- Elaboration -- Self-Testing -- Dual Encoding -- Visual Mnemonics -- RECOMMENDATIONS FOR CLASSROOM INSTRUCTION -- EDUCATIONAL ACCOMMODATIONS -- CASE STUDY -- Tailoring the Intervention -- Metamemory Development -- Memory Strategies to Enhance Learning and Recall -- REFERENCES -- Twelve: Interventions for Students With Lecture Note-Taking Difficulties -- THE FUNCTIONS OF NOTE-TAKING: ENCODING AND REVIEW -- INDIVIDUAL DIFFERENCES IN NOTE-TAKING AND THEIR RELATIONSHIP TO TEST PERFORMANCE -- HOW TO IMPROVE NOTE-TAKING -- Changes in Lecture -- Changes in Note-Taking -- Changes in Review -- Individual Differences in Note-Taking -- SUMMARY -- REFERENCES |
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Thirteen: Interventions for Students from Low Resource Environments: The Abecedarian Approach |
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A Resource for Designing and Implementing Intervention Programs for At-Risk Learners This authoritative resource provides step-by-step procedures for planning, selecting, and tailoring interventions for at-risk learners with a unique focus on how to individualize interventions using actual case examples. In addition, this volume offers guidelines for gathering and interpreting data in a manner that assists in identifying targets for intervention and rich discussion and information relating to specific academic, cognitive, and behavioral manifestations of students with learning difficulties in reading, math, writing, and oral language. Practitioners will also recognize and learn how to intervene with students from underserved and mis-served populations who are at risk for learning failure including English-language learners and students from impoverished environments. Each chapter describes how specific difficulties interfere with classroom tasks and explain how to select, modify, or otherwise tailor an intervention based on that information. As with all volumes in the Essentials of Psychological Assessment series, this volume includes callout boxes highlighting key concepts, extensive illustrative material, and test questions. The companion CD-ROM provides additional worksheets, case studies, and handouts |
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Description based on publisher supplied metadata and other sources |
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries |
| Link |
Print version: Mascolo, Jennifer T. Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
Somerset : John Wiley & Sons, Incorporated,c2014 9781118368213
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| Subject |
Special education.;Remedial teaching.;Students with disabilities -- Education
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Electronic books
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| Alt Author |
Flanagan, Dawn P
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Alfonso, Vincent C
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