Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners [[electronic resource]]
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| Autore: |
Mascolo Jennifer T
|
| Titolo: |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners [[electronic resource]]
|
| Pubblicazione: | Hoboken, : Wiley, 2014 |
| Descrizione fisica: | 1 online resource (498 p.) |
| Disciplina: | 371.9 |
| Soggetto topico: | 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--Education - Education | |
| Students with disabilities | |
| Education | |
| Social Sciences | |
| Education, Special Topics | |
| Soggetto genere / forma: | Electronic books. |
| Altri autori: |
AlfonsoVincent C
FlanaganDawn P
|
| Note generali: | Description based upon print version of record. |
| Nota di contenuto: | 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 |
| 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 Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form | |
| 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 | |
| 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 | |
| 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 | |
| Maximizing Treatment Integrity with Parents | |
| 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 |
| Titolo autorizzato: | Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners |
| ISBN: | 1-118-42065-9 |
| Formato: | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione: | Inglese |
| Record Nr.: | 9910463691903321 |
| Lo trovi qui: | Univ. Federico II |
| Opac: | Controlla la disponibilità qui |
Serie:
Essentials of Psychological Assessment