Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
Jennifer T. Mascolo, Vincent C. Alfonso, Dawn P. Flanagan
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
Jennifer T. Mascolo, Vincent C. Alfonso, Dawn P. Flanagan
About This Book
A 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 volume 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 recognize and learn how to 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 chapter describes how specific difficulties interfere with classroom tasks and explain 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, extensive illustrative material, and test questions. The companion CD-ROM provides additional worksheets, case studies, and handouts.
Frequently asked questions
Information
Part I
Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation
One
A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI)
Planning and Selecting Interventions versus Tailoring Interventions
Rapid Reference 1.1 Methods of Tailoring Interventions
Tailoring Method | Brief Description | Examples |
Modification | Changes content of material to be taught or measured; typically involves changing or reducing learning or measurement expectations; may change the depth, breadth, and complexity of learning and measurement goals. | Reducing the amount of material that a student is required to learn Simplifying material to be learned Requiring only literal (as opposed to critical/inferential) questions from an end-of-chapter comprehension check Simplifying test instructions and content |
Accommodation | Changes conditions under which learning occurs or is measured, but does not change or reduce learning or assessment expectations. Accommodations may include timing, flexible scheduling, presentation, setting, and response accommodations. | Extending time on exams Assigning a project in advance or allowing more time to complete a project Aligning math problems vertically, as opposed to horizontally Providing a separate room to work Having a student dictate responses to a scribe |
Remediation | Techniques or programs used to ameliorate cognitive and academic deficits. Academic interventions typically focus on developing a skill, increasing automaticity of skills, or improving the application of skills. Cognitive interventions typically focus on improving cognitive processes such as working memory capacity and phonological processing. There are many techniques, published programs, and software designed for the purpose of remediation. | Evidence-based programs listed at What Works... |