LEADER 05453nam 2200685 450 001 9910787866703321 005 20200520144314.0 010 $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(Au-PeEL)EBL1641068 035 $a(CaPaEBR)ebr10842315 035 $a(CaONFJC)MIL578590 035 $a(OCoLC)858914498 035 $a(EXLCZ)992670000000530876 100 $a20140313h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEssentials of planning, selecting, and tailoring interventions for unique learners /$fedited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan 210 1$aHoboken, New Jersey :$cWiley,$d2014. 210 4$d2014 215 $a1 online resource (498 p.) 225 0$aEssentials of psychological assessment series 300 $aDescription based upon print version of record. 311 $a1-118-36821-5 320 $aIncludes bibliographical references at the end of each chapters and index. 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 $aSpecial education 606 $aRemedial teaching 606 $aStudents with disabilities$xEducation 615 0$aSpecial education. 615 0$aRemedial teaching. 615 0$aStudents with disabilities$xEducation. 676 $a371.9 701 $aMascolo$b Jennifer T$01566759 701 $aAlfonso$b Vincent C$01530574 701 $aFlanagan$b Dawn P$01119125 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787866703321 996 $aEssentials of planning, selecting, and tailoring interventions for unique learners$93837606 997 $aUNINA