Academic Assessment and Intervention

<p>Serving students with academic deficiencies necessitates communication and collaboration among professionals from several disciplines. <i>Academic Assessment and Intervention</i> brings together divergent approaches in order to demonstrate that scientific evidence, rather than biases or previous practice, must determine assessment practices that are selected and used for particular purposes.</p><p>Similar to a handbook in its comprehensive topical coverage, this edited collection provides a contextual foundation for academic assessment and intervention; describes both norm-referenced and curriculum-based assessment/measurement in detail; considers the implications of both of these assessments on ethnically diverse populations; provides a clear link between assessment, evidence-based interventions and the RTI model; and considers other important topics related to this area such as teacher behavior. Intended primarily for graduate-level courses in education, school psychology, or child clinical psychology, it will also be of interest to practicing professionals in these fields. </p> <p><strong>Part I: Foundations of Academic Assessment and Intervention</strong> 1. Methods of Academic Assessment <em>Steven G. Little and Angeleque Akin-Little</em> 2. A General Case Framework for Academic Intervention <em>George H. Noell and Kristen A. Gansle</em> 3. Linking Assessment and Intervention<em> Steven G. Little and Angeleque Akin-Little </em><strong>Part II: Norm Referenced Assessment </strong>4. Academic Assessment Batteries <em>Dawn P. Flanagan, Vincent C. Alfonso, and Shauna G. Dixon </em>5. Individual Assessment of Specific Academic Areas <em>Cynthia A. Riccio, Andrea Dennison, and Lisa Bowman-Perrott </em>6. Group Tests of Academic Achievement <em>Steven G. Little and Angeleque Akin-Little </em>7. Norm-Referenced Assessment and Bilingual Populations <em>Amanda B. Clinton and Pedro Olvera </em><strong>Part III: Curicculum Based Assessment </strong>8. The Basics of Curriculum Based Assessment <em>Theodore J. Christ, Milena A. Keller-Margulis, and Amanda M. Marcotte</em> 9. The Use of Technology with Curriculum-Based Measurement <em>Madi Phillips, Mark R. Shinn, and Ben Ditkowsky </em>10. Responsive Assessment and Instruction Practices <em>Rachel Brown, Mark W. Steege, and Rebekah Bickford </em>11. Use of CBA/CBM with Culturally and Linguistically Diverse Populations <em>Mike Vanderwood, Catherine Tung, and Rebecca Hickey</em><strong>Part IV: Specific Academic Interventions and Issues </strong>12. Evidence-Based Reading Decoding Instruction <em>Clayton R. Cook, Elizabeth Holland, and Tal Slemrod </em>13. Interventions for Developing Reading Comprehension <em>Christine E. Neddenriep </em>14. Linking Classroom Assessment to Written Language Interventions <em>Linda H. Mason and Anne Mong Cramer </em>15. Mathematics Interventions <em>Robin S. Codding and Ryan Martin</em> 16. Occasioning Behaviors that Cause Learning <em>Kathryn E. Jaspers, Christopher H. Skinner, Erin E.C. Henze, Sara J. McCane-Bowling, and Emily F. Rowlette </em>17. Increasing Instructional Efficacy: A Focus on Teacher Variables <em>Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Kathryn Germer </em>18. Standards-Based Assessment <em>Tom Nicholson</em></p>