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

By Edward S. Shapiro PhD

ISBN-10: 1609180216

ISBN-13: 9781609180218

An excellent significant other to educational abilities difficulties, Fourth variation, this necessary workbook presents perform routines and reproducible kinds to be used in direct evaluation and intervention. The workbook contains instructor and pupil interview varieties, a whole consultant to utilizing the Behavioral commentary of scholars in faculties (BOSS), instruments to aid RTI, and routines in administering tests and scoring, reading, and graphing the implications. The handy large-size layout allows photocopying.

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Additional resources for Academic Skills Problems Fourth Edition Workbook

Example text

1. Estimate the percentage 0–49% 50–69% 70–79% 80–89% 90–100% of written math work 0 pt 2 3 4 5 completed (regardless of accuracy) relative to classmates. 2. Estimate the percentage of written language arts work completed (regardless of accuracy) relative to classmates. 0–49% 1 50–69% 2 70–79% 3 80–89% 4 90–100% 5 3. , percent correct of work done). 0–64% 1 65–69% 2 70–79% 3 80–89% 4 90–100% 5 4. , percent correct of work done). 0–64% 1 65–69% 2 70–79% 3 80–89% 4 90–100% 5 Consistently poor 1 More poor than successful 2 Variable 3 More successful than poor 4 Consistently successful 5 6.

Poor Fair Average Excellent 1 2 3 Above average 4 10. What is the quality of this child’s reading skills? Poor Fair Average Excellent 1 2 3 Above average 4 Poor Fair Average Excellent 1 2 3 Above average 4 12. How often does the child complete written work in a careless, hasty fashion? Never 1 Rarely 2 Sometimes 3 Often 4 Very often 5 13. How frequently does the child take more time to complete work than his/her classmates? Never 1 Rarely 2 Sometimes 3 Often 4 Very often 5 14. How often is the child able to pay attention without your prompting him/her?

Passively listening to other students talk about issues unrelated to the assigned academic activity. It is important to note that the student must be passively off-task for 3-consecutive seconds within an interval to be scored. Should the interval end before the full 3-second period occurs, OFT-P is not scored for that interval, and a new consecutive 3-second period is required for the next interval. For instance, suppose a student begins to stare out the window during the third interval of observation.

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


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