Mascolo / Alfonso / Flanagan Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

1. Auflage 2014
ISBN: 978-1-118-42065-2
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 496 Seiten, E-Book

Reihe: Essentials of Psychological Assessment

A Resource for Designing and Implementing Intervention Programsfor At-Risk Learners
This authoritative resource provides step-by-step procedures forplanning, selecting, and tailoring interventions for at-risklearners with a unique focus on how to individualize interventionsusing actual case examples. In addition, this volume offersguidelines for gathering and interpreting data in a manner thatassists in identifying targets for intervention and rich discussionand information relating to specific academic, cognitive, andbehavioral manifestations of students with learning difficulties inreading, math, writing, and oral language. Practitioners will alsorecognize and learn how to intervene with students from underservedand mis-served populations who are at risk for learning failureincluding English-language learners and students from impoverishedenvironments.
Each chapter describes how specific difficulties interfere withclassroom tasks and explain how to select, modify, or otherwisetailor an intervention based on that information. As with allvolumes in the Essentials of Psychological Assessmentseries, this volume includes callout boxes highlighting keyconcepts, extensive illustrative material, and test questions. Thecompanion CD-ROM provides additional worksheets, case studies, andhandouts.

Autoren/Hrsg.

Mascolo, Jennifer T.

Alfonso, Vincent C.

Flanagan, Dawn P.

Inhaltsverzeichnis

Series Preface xi
Acknowledgments xiii
Part I Intervention Planning: Diagnostic Assessment, Responseto Intervention, and Consultation 1
One A Systematic Method of Analyzing Assessment Results forTailoring Interventions (SMAARTI) 3
Jennifer T. Mascolo, Dawn P. Flanagan, Vincent C.Alfonso
Two Essentials of a Tiered Intervention System to Support UniqueLearners: Recommendations
from Research and Practice 56
Devin M. Kearns, Christopher J. Lemons, Douglas Fuchs, Lynn S.Fuchs
Three Home-School Collaboration for Intervention Planning92
Michael J. Coutts, Susan M. Sheridan, Tara M. Sjuts, Tyler E.Smith
Part II Selecting and Tailoring Interventions andIndividualizing Instruction 121
Four Tailoring Interventions in Reading Based on EmergingResearch on the Development of Word Recognition Skills 123
David Kilpatrick
Five Selecting and Tailoring Interventions for Students WithReading Difficulties 151
Steven G. Feifer
Six Selecting and Tailoring Interventions for Students WithMathematics Difficulties 178
Diane Pedrotty Bryant, Kathleen Hughes Pfannenstiel, Brian R.Bryant, Jessica Hunt, Mikyung Shin
Seven Selecting and Tailoring Interventions for Students WithWritten Expression Difficulties 204
Tanya Santangelo, Steve Graham
Eight Individualizing Instruction for Students With Oral andWritten Language Difficulties 231
Virginia W. Berninger, Jasmin Niedo
Part III Interventions for Underserved and Mis-servedPopulations 265
Nine Interventions for English Learners With LearningDifficulties 267
Julie Esparza Brown, Samuel O. Ortiz
Ten Interventions for Students With Executive Skills andExecutive Functions Difficulties 314
George McCloskey, Caitlin Gilmartin, Betti StancoVitanza
Eleven Interventions for Students With Memory Difficulties357
Milton J. Dehn
Twelve Interventions for Students With Lecture Note-TakingDifficulties 387
Stephen T. Peverly, Gardith Marcelin, Michael Kern
Thirteen Interventions for Students from Low ResourceEnvironments: The Abecedarian Approach 415
Craig T. Ramey, Joseph J. Sparling, Sharon L. Ramey
About the Editors 449
Index 451
About the CD-ROM 479

Über Autor(innen)

JENNIFER T. MASCOLO, PsyD, NCSP, is a full-timelecturer in the Graduate School of Psychology program at Teacher'sCollege, Columbia University. She is the coauthor of three booksand a nationally certified school psychologist and a licensedpsychologist in New York and New Jersey.
VINCENT C. ALFONSO, PhD, is a former professorin the Graduate School of Education at Fordham University in NewYork City and current dean of the School of Education at GonzagaUniversity in Spokane, Washington. He is coeditor of Essentialsof Specific Learning Disability Identification and coauthor ofEssentials of Cross-Battery Assessment, Third Edition. Heis president of Division 16 (School Psychology) of the AmericanPsychological Association, a certified school psychologist, and alicensed psychologist in New York State.
DAWN P. FLANAGAN, PhD, is Professor ofPsychology and Director of the School of Psychology TrainingPrograms at St. John's University in Queens, NY, and ClinicalAssistant Professor at the Yale Child Study Center. She is thecoeditor or coauthor of several popular books includingEssentials of Specific Learning Disability Identificationand Essentials of Cross-Battery Assessment, ThirdEdition.