01076nam0 22002891i 450 SUN003786120050714120000.088-453-0009-920050714d1993 |0itac50 baitaIT|||| |||||Analisi numericaFrancis ScheidMilano : Etas1993423 p. : ill. ; 24 cmIn cop.: 775 problemi risolti.001SUN00273492001 Collana Schaum14210 MilanoEtas.001SUN00791212001 Numerical analysis27563MilanoSUNL000284Scheid, FrancisSUNV0120181805EtasSUNV000433650ITSOL20181109RICASUN0037861UFFICIO DI BIBLIOTECA DEI DIPARTIMENTI DI INGEGNERIA05 CONS D I 052 05 289 UFFICIO DI BIBLIOTECA DEI DIPARTIMENTI DI INGEGNERIAIT-CE0100289CONS D I 052caNumerical analysis27563UNICAMPANIA06179nam 22008413u 450 991046369190332120210111235057.01-118-42065-9(CKB)2670000000530876(EBL)1641068(SSID)ssj0001132140(PQKBManifestationID)11666555(PQKBTitleCode)TC0001132140(PQKBWorkID)11148593(PQKB)10934784(MiAaPQ)EBC1641068(EXLCZ)99267000000053087620140303d2014|||| u|| |engur|n|---|||||txtccrEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners[electronic resource]Hoboken Wiley20141 online resource (498 p.)Essentials of Psychological AssessmentDescription based upon print version of record.1-118-36821-5 Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners; Contents; Series Preface; Acknowledgments; Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation; One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI); PLANNING AND SELECTING INTERVENTIONS VERSUS TAILORING INTERVENTIONS; A METHOD FOR TAILORING INTERVENTIONS; STEPS OF SMAARTI; Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) FormStep 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI FormStep 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTIONOverview of Tier 1: Evidence-Based InstructionInstructional Tools: Qualities of Good Tier 1 Programs; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 2 PREVENTION; Overview of Tier 2: Intensive Instruction; Instructional Tools: Selecting a Program; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 3 INTERVENTION; Overview of Tier 3: Special Education?; Instructional Tools: Designing Data-Based, Individualized Instruction; Experimental Teaching/Data-Based IndividualizationFidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to InterventionsMaximizing Treatment Integrity with ParentsAn authoritative resource for meeting the unique needs of struggling learnersEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners offers concrete, step-by-step procedures for assessing and interpreting cognitive and academic performance for the purpose of intervention planning. The book 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 to address the unique needs of individual learners.Introduces a detailEssentials of Psychological AssessmentChildren with social disabilities-- EducationLinguistic minorities-- EducationRemedial teachingSpecial educationStudents with disabilities -- EducationLinguistic minorities--Education. Children of minorities--Education.Multicultural education./ LC4065Children with social disabilities--EducationEducationSpecial educationRemedial teachingStudents with disabilitiesEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCElectronic books.Children with social disabilities-- Education.Linguistic minorities-- Education.Remedial teaching.Special education.Students with disabilities -- Education.Linguistic minorities--Education. Children of minorities--Education.Multicultural education./ LC4065Children with social disabilities--EducationEducationSpecial educationRemedial teachingStudents with disabilitiesEducationSocial SciencesEducation, Special Topics371.9Mascolo Jennifer T870708Alfonso Vincent C870709Flanagan Dawn P870710AU-PeELAU-PeELAU-PeELBOOK9910463691903321Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners1943987UNINA00827nam a2200241 i 450099100027968970753620020527111232.0010810s1979 it ||| | ita 8877380950b10055381-39ule_instPARLA218714ExLDip.to Filosofiaita853.9Schiavo, Maria460203Macellum :storia violenta e romanzata di donne e di mercato /Maria SchiavoMilano :La tartaruga,c1979252 p. ;20 cm.,.b1005538121-09-0627-06-02991000279689707536LE005 MF 17 A 101LE005A-11674le005-E0.00-l- 00000.i1006365127-06-02Macellum193823UNISALENTOle00501-01-01ma -itait 01