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Serving students with academic deficiencies necessitates
communication and collaboration among professionals from several
disciplines. Academic Assessment and Intervention brings together
divergent approaches in order to demonstrate that scientific
evidence, rather than biases or previous practice, must determine
assessment practices that are selected and used for particular
purposes. Similar to a handbook in its comprehensive topical
coverage, this edited collection provides a contextual foundation
for academic assessment and intervention; describes both
norm-referenced and curriculum-based assessment/measurement in
detail; considers the implications of both of these assessments on
ethnically diverse populations; provides a clear link between
assessment, evidence-based interventions and the RTI model; and
considers other important topics related to this area such as
teacher behavior. Intended primarily for graduate-level courses in
education, school psychology, or child clinical psychology, it will
also be of interest to practicing professionals in these fields.
Serving students with academic deficiencies necessitates
communication and collaboration among professionals from several
disciplines. Academic Assessment and Intervention brings together
divergent approaches in order to demonstrate that scientific
evidence, rather than biases or previous practice, must determine
assessment practices that are selected and used for particular
purposes. Similar to a handbook in its comprehensive topical
coverage, this edited collection provides a contextual foundation
for academic assessment and intervention; describes both
norm-referenced and curriculum-based assessment/measurement in
detail; considers the implications of both of these assessments on
ethnically diverse populations; provides a clear link between
assessment, evidence-based interventions and the RTI model; and
considers other important topics related to this area such as
teacher behavior. Intended primarily for graduate-level courses in
education, school psychology, or child clinical psychology, it will
also be of interest to practicing professionals in these fields.
The emotional and behavioral problems of students in the classroom
are a major concern for teachers, parents, and administrators.
Fifty years of scientific research supports the efficacy of
behavioral interventions in the classroom, yet school psychologists
and teachers are often unaware of this evidence or of how to apply
it. As diagnoses of autism spectrum disorder (ASD) continue to
rise, school psychologists today must have the theoretical and
practical knowledge to assess, treat, and intervene on behalf of
all children, including those with ASD. This fully updated second
edition includes new chapters on screening and diagnosis of ASD,
discrete trials training, pivotal response training, verbal
behavior interventions, and structured teaching approaches.
Contributors also describe interventions for using cognitive
behavior therapy with children and families to treat a variety of
symptoms and behaviors. This book provides school psychologists,
counselors, social workers, school administrators, and teachers
with the primary, secondary, and tertiary intervention and
prevention strategies they need to succeed in today's classroom.
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