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

By Rachel Brown-Chidsey PhD

Problem-solving-based evaluate has been famous as a cornerstone of more advantageous academic results for all little ones, but before no unmarried source has fascinated with the entire diversity of problem-solving-based ways. This ebook fills a vital want by means of bringing jointly leaders within the box to check the nation of the technology and supply a convenient primer on perform. offered are a conceptual framework and updated instruments for deciding upon and remediating the numerous environmental components which can give a contribution to educational, emotional, or behavioral problems. insurance comprises problem-solving-based purposes of such equipment as interviews, observations, ranking scales, curriculum-based size, useful behavioral evaluate, and released checks.

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

Sample text

During the 1960s, ’70s, and early ’80s, the efforts to solve the problems presented by this smaller number of students were organized through a continuum of options, or “Cascade of Services” (Deno, 1970). The levels described in this administrative model consisted of different types of programs where special educators served decreasing numbers of students. Since these special education programs added significantly to the cost of education, determining eligibility for special education programs has dominated the assessment responsibilities of school psychologists.

The fact that these procedures are standardized rather than ad hoc assures a database for problem solving that is sufficiently reliable and valid. The issue of technical adequacy is especially important when comparisons are made between an individual student and the performance of that student’s peers. The reliability and validity of data are also important when comparisons are made of the same student’s performance at different times such as before, during, and after various attempts to solve a problem.

Conflicts over what students should be required to learn may be interpreted as cultural struggles that derive from different value orientations over what the imperatives of American culture truly are. One thing that becomes clear when conflict over cultural imperatives occurs is that, while agreement can be obtained at a general level, disagreement exists when specificity is required. For example, widespread agreement exists that “basic skills” should be given high priority in school instruction.

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