Download Academic Skills Problems Fourth Edition Workbook by Edward S. Shapiro PhD PDF

By Edward S. Shapiro PhD

An amazing spouse to educational talents difficulties, Fourth version, this vital workbook offers perform workouts and reproducible varieties to be used in direct overview and intervention. The workbook comprises instructor and scholar interview types, a whole advisor to utilizing the Behavioral statement of scholars in colleges (BOSS), instruments to help RTI, and workouts in administering checks and scoring, reading, and graphing the implications. The handy large-size structure allows photocopying.

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Additional resources for Academic Skills Problems Fourth Edition Workbook

Example text

In addition, because of the use of syncing capability, information collected on a handheld device can be automatically transferred to a personal computer. Several software programs have been developed to facilitate the collection of systematic observations. Currently, most of these are available for data collection on a PDA or laptop computer. Development of similar programs for smartphones is likely to emerge over the next few years. Each of the programs offers somewhat different features, and potential users are cautioned to examine the products to find out which ones best meet their needs.

33 Form 5 STUDENT INTERVIEW FORM Student name Subject Date STUDENT-REPORTED BEHAVIOR None completed for this area Understands expectations of teacher  Yes  No  Not sure Understands assignments  Yes  No  Not sure Feels he/she can do the assignments  Yes  No  Not sure Likes the subject  Yes  No  Not sure Feels he/she is given enough time to complete assignments  Yes  No  Not sure Feels like he/she is called upon to participate in discussions  Yes  No  Not sure General comments: Questions used to guide interview: Do you think you are pretty good in ?

Before beginning the observation, the observer should decide the sequence of peer comparison observations. For example, the observer may decide to start in the front left of the classroom and observe a different peer each fifth interval, moving down the row and then from back to front. In truth, it does not matter in which order the peer comparison data are collected. It does help, however, for the observer to have an observation plan thought out before beginning the observation of the target student.

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