Now in a revised and expanded fifth edition that reflects current research and best practices in direct assessment and intervention, this text addresses a perennial need for school practitioners and practitioners in training. Presented is a comprehensive, problem-solving-based approach for working with K–12 students who are struggling with reading, writing, or mathematics. The book provides a framework for evaluating the instructional environment as well as each students context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms.
Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was the author or coauthor of numerous books and other publications, and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiros contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.
Nathan H. Clemens, PhD, is Associate Professor in the Department of Special Education and Deans Distinguished Faculty Fellow at The University of Texas at Austin. He is a member of the Board of Directors of the Meadows Center for Preventing Educational Risk. Dr. Clemenss research is focused on intervention and assessment for students with learning difficulties, with an emphasis on word reading difficulties among students in early elementary grades and reading comprehension difficulties for students in secondary grades. He has published over 50 peer-reviewed journal articles and chapters in edited books and is a recipient of the Outstanding Dissertation Award and the Lightner Witmer Award for Early Career Scholarship from the Division of School Psychology of the American Psychological Association.
*A classic resource, now updated: 20% new material aligns with the revised companion text (9781462551194).
*More concise and accessible throughout, the work includes a new form for reading comprehension, updates to math and spelling forms, and more.
*Comprehensive and time saving: complete forms, exercises, and worksheets to make data-based decisions.
*Gives readers the chance to practice and master key skills.
*Supports implementation of the strategies covered in the text.
"In the fifth edition, Clemens has updated and enhanced Shapiros foundational text and companion workbook with extensive new information based on contemporary research and practice. Using the keystone model of academic skills as an overarching framework, the fifth edition provides practical guidance about research-based assessment and intervention procedures; equally important, it offers caveats about popular but largely ineffective tactics. This book will continue to be a fundamental text in school psychology training programs as well as a go-to resource for practitioners who work in multi-tiered systems of support. It really operationalizes how school psychologists should function. The fifth edition of the workbook again offers useful reproducible forms and detailed procedures that support work in an instructional environment context."--Joseph F. Kovaleski, DEd, Professor Emeritus of Educational and School Psychology, Indiana University of Pennsylvania
"Like prior editions, the fifth edition of Academic Skills Problemsis a must for any educators toolbox. Together, the text and workbook serve as an easy reference and support, with clearly organized topics treated in a thorough manner. The updated fifth edition is an apt tribute to the lifetime work of an incredible scholar, teacher, and mentor."--John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst
"Prior editions have been staple texts in psychoeducational assessment and intervention courses. The fifth edition of the text and workbook, updating Shapiros foundational framework, are more inclusive of different types of assessments and offer critical considerations for implementation within response-to-intervention models. Clemens expands on the theoretical bases of academic skills to help professionals gain a deeper understanding of the assessments and interventions they are using. Graduate students, practitioners, and faculty in school psychology and special education all will benefit from using the fifth edition to inform their work."--Ethan R. Van Norman, PhD, School Psychology Program, Lehigh University-
