Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (Essentials of Psychological Assessment) - Tapa blanda

Acerca del autor

JENNIFER T. MASCOLO, PsyD, NCSP, is a full-time lecturer in the Graduate School of Psychology program at Teacher's College, Columbia University. She is the coauthor of three books and a nationally certified school psychologist and a licensed psychologist in New York and New Jersey.

VINCENT C. ALFONSO, PhD, is a former professor in the Graduate School of Education at Fordham University in New York City and current dean of the School of Education at Gonzaga University in Spokane, Washington. He is coeditor of Essentials of Specific Learning Disability Identification and coauthor of Essentials of Cross-Battery Assessment, Third Edition. He is president of Division 16 (School Psychology) of the American Psychological Association, a certified school psychologist, and a licensed psychologist in New York State.

DAWN P. FLANAGAN, PhD, is Professor of Psychology and Director of the School of Psychology Training Programs at St. John's University in Queens, NY, and Clinical Assistant Professor at the Yale Child Study Center. She is the coeditor or coauthor of several popular books including Essentials of Specific Learning Disability Identification and Essentials of Cross-Battery Assessment, Third Edition.

De la contraportada

• Provides step-by-step guidance and resources for individualizing interventions
• Expert advice on intervening with underserved and mis-served students
• Conveniently formatted for rapid reference

A practical resource for designing and implementing intervention programs for at-risk learners

This authoritative resource provides step-by-step procedures for planning, selecting, and tailoring interventions for at-risk learners with a unique focus on how to individualize interventions using actual case examples. In addition, this book offers guidelines for gathering and interpreting data in a manner that assists in identifying targets for intervention and rich discussion and information relating to specific academic, cognitive, and behavioral manifestations of students with learning difficulties in reading, math, writing, and oral language. Practitioners will also learn how to recognize and intervene with students from underserved and mis-served populations who are at risk for learning failure including English-language learners and students from impoverished environments.

Each concise chapter describes how specific difficulties interfere with classroom tasks and explains how to select, modify, or otherwise tailor an intervention based on that information. As with all volumes in the Essentials of Psychological Assessment series, this volume includes callout boxes highlighting key concepts, bulleted points, extensive illustrative material, and test questions that help you gauge and reinforce your grasp of the information covered. The companion CD-ROM provides additional worksheets, case studies, and handouts.