Jennifer T. Mascolo & Vincent C. Alfonso 
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners [PDF ebook] 

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.

Table des matières

Series Preface xi

Acknowledgments xiii

Part I Intervention Planning: Diagnostic Assessment, Response
to Intervention, and Consultation 1

One A Systematic Method of Analyzing Assessment Results for
Tailoring Interventions (SMAARTI) 3

Jennifer T. Mascolo, Dawn P. Flanagan, Vincent C.
Alfonso

Two Essentials of a Tiered Intervention System to Support Unique
Learners: Recommendations

from Research and Practice 56

Devin M. Kearns, Christopher J. Lemons, Douglas Fuchs, Lynn S.
Fuchs

Three Home-School Collaboration for Intervention Planning
92

Michael J. Coutts, Susan M. Sheridan, Tara M. Sjuts, Tyler E.
Smith

Part II Selecting and Tailoring Interventions and
Individualizing Instruction 121

Four Tailoring Interventions in Reading Based on Emerging
Research on the Development of Word Recognition Skills 123

David Kilpatrick

Five Selecting and Tailoring Interventions for Students With
Reading Difficulties 151

Steven G. Feifer

Six Selecting and Tailoring Interventions for Students With
Mathematics Difficulties 178

Diane Pedrotty Bryant, Kathleen Hughes Pfannenstiel, Brian R.
Bryant, Jessica Hunt, Mikyung Shin

Seven Selecting and Tailoring Interventions for Students With
Written Expression Difficulties 204

Tanya Santangelo, Steve Graham

Eight Individualizing Instruction for Students With Oral and
Written Language Difficulties 231

Virginia W. Berninger, Jasmin Niedo

Part III Interventions for Underserved and Mis-served
Populations 265

Nine Interventions for English Learners With Learning
Difficulties 267

Julie Esparza Brown, Samuel O. Ortiz

Ten Interventions for Students With Executive Skills and
Executive Functions Difficulties 314

George Mc Closkey, Caitlin Gilmartin, Betti Stanco
Vitanza

Eleven Interventions for Students With Memory Difficulties
357

Milton J. Dehn

Twelve Interventions for Students With Lecture Note-Taking
Difficulties 387

Stephen T. Peverly, Gardith Marcelin, Michael Kern

Thirteen Interventions for Students from Low Resource
Environments: The Abecedarian Approach 415

Craig T. Ramey, Joseph J. Sparling, Sharon L. Ramey

About the Editors 449

Index 451

About the CD-ROM 479

A propos de l’auteur

JENNIFER T. MASCOLO, Psy D, NCSP, is a full-time
lecturer in the Graduate School of Psychology program at Teacher’s
College, Columbia University. She is the coauthor of three books
and a nationally certified school psychologist and a licensed
psychologist in New York and New Jersey.

VINCENT C. ALFONSO, Ph D, is a former professor
in the Graduate School of Education at Fordham University in New
York City and current dean of the School of Education at Gonzaga
University in Spokane, Washington. He is coeditor of Essentials
of Specific Learning Disability Identification and coauthor of
Essentials of Cross-Battery Assessment, Third Edition. He
is president of Division 16 (School Psychology) of the American
Psychological Association, a certified school psychologist, and a
licensed psychologist in New York State.

DAWN P. FLANAGAN, Ph D, is Professor of
Psychology and Director of the School of Psychology Training
Programs at St. John’s University in Queens, NY, and Clinical
Assistant Professor at the Yale Child Study Center. She is the
coeditor or coauthor of several popular books including
Essentials of Specific Learning Disability Identification
and Essentials of Cross-Battery Assessment, Third
Edition.