Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

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Edition: 1st
Format: Paperback
Pub. Date: 2014-03-17
Publisher(s): Wiley
List Price: $57.25

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Summary

This book offers concrete, step-by-step procedures for assessing and interpreting cognitive and academic performance for the purpose of intervention planning. It helps practitioners answer the question, "Which intervention(s) should I use and why?" Leading experts use real case studies to explain how to select and tailor interventions for students with learning difficulties in reading, mathematics, written expression, and in oral and written language. It is conveniently formatted for rapid reference, with intervention planning guidelines and worksheets on its accompanying CD-ROM.

Author Biography

JENNIFER T. MASCOLO, PsyD, NCSP, is a full-time lecturer in the Graduate School of Psychology program at Teacher's College, Columbia University. She is the coauthor of three books and a nationally certified school psychologist and a licensed psychologist in New York and New Jersey.

VINCENT C. ALFONSO, PhD, is a former professor in the Graduate School of Education at Fordham University in New York City and current dean of the School of Education at Gonzaga University in Spokane, Washington. He is coeditor of Essentials of Specific Learning Disability Identification and coauthor of Essentials of Cross-Battery Assessment, Third Edition. He is president of Division 16 (School Psychology) of the American Psychological Association, a certified school psychologist, and a licensed psychologist in New York State.

DAWN P. FLANAGAN, PhD, is Professor of Psychology and Director of the School of Psychology Training Programs at St. John's University in Queens, NY, and Clinical Assistant Professor at the Yale Child Study Center. She is the coeditor or coauthor of several popular books including Essentials of Specific Learning Disability Identification and Essentials of Cross-Battery Assessment, Third Edition.

Table of Contents

Series Preface

Acknowledgements

Chapter 1 A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI)
Jennifer T. Mascolo, Dawn P. Flanagan, Vincent C. Alfonso

Chapter 2 Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice
Devin M. Kearns, Christopher J. Lemons, Douglas Fuchs, Lynn S. Fuchs

Chapter 3 Home-School Collaboration for Intervention Planning
Michael J. Coutts, Susan M. Sheridan, Tara M. Sjuts, Tyler E. Smith

Chapter 4 Tailoring Interventions in Reading Based on Emerging Research on the Development of Word Recognition Skills
David Kilpatrick

Chapter 5 Selecting and Tailoring Interventions for Students with Reading Difficulties
Steven G. Feifer

Chapter 6 Selecting and Tailoring Interventions for Students with Mathematics Difficulties
Diane Pedrotty Bryant, Kathleen Hughes Pfannenstiel, Brian R. Bryant, Jessica Hunt, Mikyung Shin

Chapter 7 Selecting and Tailoring Interventions for Students with Written Expression Difficulties
Tanya Santangelo, Steve Graham

Chapter 8 Individualizing Instruction for Students with Oral and Written Language Difficulties
Virginia W. Berninger, Jasmin Niedo

Chapter 9 Interventions for English Learners with Learning Difficulties
Julie Esparza Brown, Samuel O. Ortiz

Chapter 10 Interventions for Students with Executive Skills and Executive Functions Difficulties
George McCloskey, Caitlin Gilmartin, Betti Stanco Vitanza

Chapter 11 Interventions for Students with Memory Difficulties
Milton J. Dehn

Chapter 12 Interventions for Students with Lecture Note-taking Difficulties
Stephen T. Peverly, Gardith Marcelin, Michael Kern

Chapter 13 Interventions for Students from Low Resource Environments: The Abecedarian Approach
Craig T. Ramey, Joseph J. Sparling, Sharon L. Ramey

About the Editors and Contributors

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