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Assessment for Intervention: A Problem-Solving Approach (The by Rachel Brown-Chidsey PhD

By Rachel Brown-Chidsey PhD

Problem-solving-based evaluate has been well-known as a cornerstone of greater academic results for all youngsters, but beforehand no unmarried source has enthusiastic about the whole diversity of problem-solving-based methods. This e-book fills a vital want through bringing jointly leaders within the box to study the country of the technological know-how and supply a convenient primer on perform. provided are a conceptual framework and up to date instruments for selecting and remediating the numerous environmental elements that can give a contribution to educational, emotional, or behavioral problems. assurance contains problem-solving-based functions of such equipment as interviews, observations, score scales, curriculum-based size, sensible behavioral evaluation, and released assessments.

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Extra info for Assessment for Intervention: A Problem-Solving Approach (The Guilford School Practitioner Series)

Example text

Nonetheless, CBM oral reading fluency has been shown to be a highly reliable and valid way to measure overall reading skills. More recently, recognizing words deleted from text (the “maze” procedure) and, for beginning readers, reading isolated words have been added as core skills for reading measurement. The core reading tasks are used with standardized administration procedures to obtain samples of performance on those tasks. The performance samples are then scored to produce data with known technical adequacy (Shinn, 1989).

A reading disability becomes a problem when the teacher expects the students to study text they cannot read or when a person is required to read instructions in order to assemble a bicycle. Since these problems are created in relation to environmental demands, they are situation-centered rather than person-centered. Handicaps, then, are ecologically defined, since they can be described only in terms of the network of social and physical environmental relationships of which the individual is a part.

Factual description of the child’s current level and rate of development. 2. Complete specification of the desired level and rate of development by parents and teacher. 3. Thorough discussion of the importance of the difference between the child’s current rate of development and the rate desired. While the first step in clarifying whether a problem exists can be objectively accomplished, and the second step can be accomplished through careful probing, the third step is certain to be entirely subjective.

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