This important volume presents strategies and procedures for assessing both emotional/behavioral problems and academic difficulties. Arranged by assessment content areas, the volume discusses such methodologies as behavioral interviewing, observation, self-monitoring, use of self- and informant-report, and both analogue and curriculum-based assessment. All chapters are supported by numerous examples and illustrations.

Sidney Hook (1902-1989) was a philosopher, a college professor, America's leading disciple of John Dewey, and, during the 1930s, perhaps America's most significant explicator of Karl Marx. He was also for many years arguably the country's most astute and important anti-communist intellectual. This volume is the first devoted to his private letters. Selected from the voluminous collection of his papers at the Hoover Institution Archives at Stanford University and spanning the years 1929 to 1987, the letters contain Hook's views on such subjects as war and peace, Marxism and communism, the Soviet Union, the Spanish Civil War, the Cold War, and the Vietnam War. Hook was a prolific letter writer, and he corresponded with a great variety of individuals. Some were strangers who had written to him concerning an article or book review he had just published, others were prominent intellectuals - among them Albert Einstein, Bertrand Russell, and Arthur Schlesinger, Jr., to name just a few - and still others were public officials. Hook saw himself, above all, as a teacher, and as a teacher he felt it his duty to discuss with anyone who would listen his conception of the obligations of democratic citizenship. Hook had enormous faith in the power of education and reason and in the soundness of America's democratic institutions and values. That faith is reflected in these letters.

Co-published with the Intercollegiate Studies Institute, each of the author's articles in this collection was published separately during the decade of the 1970s. Covering both domestic and diplomatic history, they reflect a conservative outlook and a profound disenchantment with liberal politics and left-wing historiography. This unique volume is all the more significant because it presents a perspective that triumphed politically in the 1980s with the election of Ronald Reagan to the presidency of the United States. The attitudes and interpretations found in this provocative volume promise to become increasingly important as we face a decade of probable conservative supremacy in Washington, DC. A controversial and clearly written volume for both academic and general readers of contemporary political thought in America.

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use. New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. *Chapter on best practices in academic screening, including important dos and don'ts. *Separate chapters on using RTI for reading, written expression, and mathematics. *Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

*A classic resource, now updated: 20% new material aligns with the revised companion text (9781462551194). *More concise and accessible throughout, the work includes a new form for reading comprehension, updates to math and spelling forms, and more. *Comprehensive and time saving: complete forms, exercises, and worksheets to make data-based decisions. *Gives readers the chance to practice and master key skills. *Supports implementation of the strategies covered in the text.

*The gold-standard, widely adopted text and practitioner guide has been completely updated and expanded (along with the companion workbook, 9781462551385), including 25% new material. *Key updates include increased attention to MTSS frameworks and processes. *Expanded coverage of working effectively with culturally and linguistically diverse students; new material on intensive, individualized intervention; universal screening; keystone behaviors for academic success; and more. *Cohesive, comprehensive treatment of skills problems across reading, writing, and math, saving readers from having to purchase multiple resources.

Volume V: A Time for Healing.

"A Time for Healing" chronicles a time of rapid economic and social progress. Yet this phenomenal success, explains Edward S. Shapiro, came at a cost. Shapiro takes seriously the potential threat to Jewish culture posed by assimilation and intermarriage--asking if the Jewish people, having already endured so much, will survive America's freedom and affluence as well.

This hands-on guide is designed to help school practitioners conduct effective multidimensional assessments of a wide range of emotional and behavioral difficulties. Each chapter focuses on a particular method, describes its applications in the school setting, and offers clear guidelines for implementation, illustrated with realistic case examples. Approaches discussed include direct observation, analogue assessment, child self-reports, teacher and parent interviewing, informant reports, and self-monitoring procedures. Recommendations for working with culturally and linguistically diverse children and adolescents are also provided.
The theoretical and empirical underpinnings of the assessment strategies demonstrated here are thoroughly reviewed in the companion volume, "Behavioral Assessment in Schools, Second Edition: Theory, Research, and Clinical Foundations."

One of the primary goals of education is to ensure that children learn varied and complex self-management skills to become more self assured, more self reliant, and responsible for their own behavior, as well as to succeed academically. Although learning experiences designed to actively teach self-management techniques are usually directed toward children with severe academic and behavior problems, these skills are also extremely beneficial for the general student population. An excellent resource for school-based practitioners who wish to address the needs of all school-aged children and adolescents, this book presents practical approaches for designing and implementing self-management interventions in school settings.

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use. New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. *Chapter on best practices in academic screening, including important dos and don'ts. *Separate chapters on using RTI for reading, written expression, and mathematics. *Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

This hands-on guide is designed to help school practitioners conduct effective multidimensional assessments of a wide range of emotional and behavioral difficulties. Each chapter focuses on a particular method, describes its applications in the school setting, and offers clear guidelines for implementation, illustrated with realistic case examples. Approaches discussed include direct observation, analogue assessment, child self-reports, teacher and parent interviewing, informant reports, and self-monitoring procedures. Recommendations for working with culturally and linguistically diverse children and adolescents are also provided.

The theoretical and empirical underpinnings of the assessment strategies demonstrated here are thoroughly reviewed in the companion volume, Behavioral Assessment in Schools, Second Edition: Theory, Research, and Clinical Foundations (see other side for more information).