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[null,"1.","Record Nr.",null,"UNINA9910463691903321"]
[null,null,"Autore",null,"Mascolo Jennifer T"]
[null,null,"Titolo",null,"Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners [[electronic resource]]"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, : Wiley, 2014"]
[null,null,"ISBN",null,"1-118-42065-9"]
[null,null,"Descrizione fisica",null,"1 online resource (498 p.)"]
[null,null,"Collana",null,"Essentials of Psychological Assessment"]
[null,null,"Disciplina",null,"371.9"]
[null,null,"Soggetti",null,"Children with social disabilities-- Education"]
[{"$nulls":4},"Linguistic minorities-- Education"]
[{"$nulls":4},"Remedial teaching"]
[{"$nulls":4},"Special education"]
[{"$nulls":4},"Students with disabilities -- Education"]
[{"$nulls":4},"Linguistic minorities--Education. Children of minorities--Education.Multicultural education./  LC4065Children with social disabilities--Education - Education"]
[{"$nulls":4},"Students with disabilities"]
[{"$nulls":4},"Education"]
[{"$nulls":4},"Social Sciences"]
[{"$nulls":4},"Education, Special Topics"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"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) Form"]
[{"$nulls":4},"Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of "]
[{"$nulls":4},"Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form"]
[{"$nulls":4},"Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTION"]
[{"$nulls":4},"Overview 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"]
[{"$nulls":4},"Fidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to Interventions"]
[{"$nulls":4},"Maximizing Treatment Integrity with Parents"]
[null,null,null,"Sommario/riassunto","An 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"]