Edward S. Shapiro – författare

Volume V: A Time for Healing. A Time for Healing chronicles a time of rapid economic and social progress. Yet this phenomenal success, explains Edward S. Shapiro, came at a cost. Shapiro takes seriously the potential threat to Jewish culture posed by assimilation and intermarriage-asking if the Jewish people, having already endured so much, will survive America's freedom and affluence as well.

Co-published with the Intercollegiate Studies Institute, each of the author's articles in this collection was published separately during the decade of the 1970s. Covering both domestic and diplomatic history, they reflect a conservative outlook and a profound disenchantment with liberal politics and left-wing historiography. This unique volume is all the more significant because it presents a perspective that triumphed politically in the 1980s with the election of Ronald Reagan to the presidency of the United States. The attitudes and interpretations found in this provocative volume promise to become increasingly important as we face a decade of probable conservative supremacy in Washington, DC. A controversial and clearly written volume for both academic and general readers of contemporary political thought in America.

One of the primary goals of education is to ensure that children learn varied and complex self-management skills to become more self assured, more self reliant, and responsible for their own behavior, as well as to succeed academically. Although learning experiences designed to actively teach self-management techniques are usually directed toward children with severe academic and behavior problems, these skills are also extremely beneficial for the general student population. An excellent resource for school-based practitioners who wish to address the needs of all school-aged children and adolescents, this book presents practical approaches for designing and implementing self-management interventions in school settings.

Sidney Hook (1902-1989) is known for his participation in the public debates about communism, the Soviet Union and the Cold War. These letters, drawn from the Hook collection at the Hoover Institution, provide an insight into US intellectual and political history.

Sidney Hook (1902-1989) is known for his participation in the public debates about communism, the Soviet Union and the Cold War. These letters, drawn from the Hook collection at the Hoover Institution, provide an insight into US intellectual and political history.

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use.New to This Edition*Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations.*Chapter on best practices in academic screening, including important dos and don'ts.*Separate chapters on using RTI for reading, written expression, and mathematics.*Chapter on RTI and special education law, focusing on what practitioners need to know.This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use.New to This Edition*Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations.*Chapter on best practices in academic screening, including important dos and don'ts.*Separate chapters on using RTI for reading, written expression, and mathematics.*Chapter on RTI and special education law, focusing on what practitioners need to know.This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K–12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use.   New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. *Chapter on best practices in academic screening, including important dos and don'ts. *Separate chapters on using RTI for reading, written expression, and mathematics. *Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K–12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use.   New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. *Chapter on best practices in academic screening, including important dos and don'ts. *Separate chapters on using RTI for reading, written expression, and mathematics. *Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

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 student's context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms.New to This Edition*Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach.*New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students.*Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions.*Updated and expanded coverage of key topics--universal screening; progress monitoring; intensive, individualized academic skills interventions; and more.See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format.

Updated in conjunction with Academic Skills Problems, Fifth Edition, the companion workbook contains reproducible forms discussed in the text as well as additional useful materials for direct assessment, intervention planning, and data-based decision making. The Workbook is geared to service delivery in a multi-tiered system of support (MTSS). It features step-by-step instructions for using each form along with exercises for practicing assessment processes and procedures. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible tools.New to This Edition*Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach.*More concise and accessible throughout.*Features a new streamlined version of the Behavior Observation of Students in Schools (BOSS), in addition to the original version.See also the authoritative text on direct assessment and intervention, Academic Skills Problems, Fifth Edition.

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 student's context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students. *Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions. *Updated and expanded coverage of key topics--universal screening; progress monitoring; intensive, individualized academic skills interventions; and more. See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format.

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 student's context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students. *Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions. *Updated and expanded coverage of key topics--universal screening; progress monitoring; intensive, individualized academic skills interventions; and more. See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format.

Sidney Hook (1902-1989) is known for his participation in the public debates about communism, the Soviet Union and the Cold War. These letters, drawn from the Hook collection at the Hoover Institution, provide an insight into US intellectual and political history.

This hands-on guide is designed to help school practitioners conduct effective multidimensional assessments of a wide range of emotional and behavioral difficulties. Each chapter focuses on a particular method, describes its applications in the school setting, and offers clear guidelines for implementation, illustrated with realistic case examples. Approaches discussed include direct observation, analogue assessment, child self-reports, teacher and parent interviewing, informant reports, and self-monitoring procedures. Recommendations for working with culturally and linguistically diverse children and adolescents are also provided. The theoretical and empirical underpinnings of the assessment strategies demonstrated here are thoroughly reviewed in the companion volume, Behavioral Assessment in Schools, Second Edition: Theory, Research, and Clinical Foundations.