LEADER 06179nam 22008413u 450 001 9910463691903321 005 20210111235057.0 010 $a1-118-42065-9 035 $a(CKB)2670000000530876 035 $a(EBL)1641068 035 $a(SSID)ssj0001132140 035 $a(PQKBManifestationID)11666555 035 $a(PQKBTitleCode)TC0001132140 035 $a(PQKBWorkID)11148593 035 $a(PQKB)10934784 035 $a(MiAaPQ)EBC1641068 035 $a(EXLCZ)992670000000530876 100 $a20140303d2014|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners$b[electronic resource] 210 $aHoboken $cWiley$d2014 215 $a1 online resource (498 p.) 225 1 $aEssentials of Psychological Assessment 300 $aDescription based upon print version of record. 311 $a1-118-36821-5 327 $aEssentials 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) Form 327 $aStep 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 Form 327 $aStep 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 PREVENTION 327 $aOverview 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 Individualization 327 $aFidelity 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 Interventions 327 $aMaximizing Treatment Integrity with Parents 330 $aAn authoritative resource for meeting the unique needs of struggling learnersEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners offers concrete, step-by-step procedures for assessing and interpreting cognitive and academic performance for the purpose of intervention planning. The book helps practitioners answer the question, ""Which intervention(s) should I use and why?"" Leading experts use real case studies to explain how to select and tailor interventions to address the unique needs of individual learners.Introduces a detail 410 0$aEssentials of Psychological Assessment 606 $aChildren with social disabilities-- Education 606 $aLinguistic minorities-- Education 606 $aRemedial teaching 606 $aSpecial education 606 $aStudents with disabilities -- Education 606 $aLinguistic minorities--Education. Children of minorities--Education.Multicultural education./ LC4065Children with social disabilities--Education$xEducation 606 $aSpecial education 606 $aRemedial teaching 606 $aStudents with disabilities 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 608 $aElectronic books. 615 4$aChildren with social disabilities-- Education. 615 4$aLinguistic minorities-- Education. 615 4$aRemedial teaching. 615 4$aSpecial education. 615 4$aStudents with disabilities -- Education. 615 0$aLinguistic minorities--Education. Children of minorities--Education.Multicultural education./ LC4065Children with social disabilities--Education$xEducation 615 0$aSpecial education 615 0$aRemedial teaching 615 0$aStudents with disabilities 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 676 $a371.9 700 $aMascolo$b Jennifer T$0870708 701 $aAlfonso$b Vincent C$0870709 701 $aFlanagan$b Dawn P$0870710 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910463691903321 996 $aEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners$91943987 997 $aUNINA