By Steven Little, Angeleque Akin-Little
Serving scholars with educational deficiencies necessitates conversation and collaboration between execs from numerous disciplines. Academic overview and Intervention brings jointly divergent methods so one can show that clinical proof, instead of biases or past perform, needs to ascertain evaluation practices which are chosen and used for specific purposes.
Similar to a instruction manual in its accomplished topical insurance, this edited assortment offers a contextual starting place for educational evaluation and intervention; describes either norm-referenced and curriculum-based assessment/measurement intimately; considers the results of either one of those exams on ethnically diversified populations; presents a transparent hyperlink among review, evidence-based interventions and the RTI version; and considers different very important subject matters concerning this quarter reminiscent of instructor habit. meant basically for graduate-level classes in schooling, tuition psychology, or baby medical psychology, it's going to even be of curiosity to training pros in those fields.
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Extra resources for Academic Assessment and Intervention
Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417–458. , & Norwich, B. (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: A role for professional educational psychologists. Educational Psychology in Practice, 26, 279–298. 495215 Rockoff, J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252. 1257/0002828041302244 Rosen, H.
Doyle, P. , Crawford, M. , & Wolery, M. (1998). Constant time delay with chained tasks: A review of the literature. Education and Treatment of Children, 21, 74–106. Shapiro, E. S. (2011). ). New York, NY: Guilford Press. Skinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan. Smith, G. J. (1999). Teaching a long sequence of a behavior using whole task training, forward chaining, and backward chaining. Perceptual and Motor Skills, 89, 951–965. Snell, M. , & Gast, D. L. (1981).
Elliott, S. , Daly, E. , Gresham, F. , & Kramer, J. J. (1998). ). Boston: McGraw-Hill. Part II Norm-Referenced Assessment This page intentionally left blank 4 Academic Achievement Batteries Dawn P. Flanagan, Vincent C. Alfonso, and Shauna G. Dixon Introduction Academic achievement batteries are necessary to assess the specific skills of students who have learning difficulties and those who are suspected of having specific learning disabilities (SLD). According to the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), SLD may manifest in one or more academic areas, including basic reading skills, reading fluency, reading comprehension, math calculation, math problem solving, written expression, listening comprehension, and oral expression.
Academic Assessment and Intervention by Steven Little, Angeleque Akin-Little