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<p><i>Series Preface xi</i></p> <p><i>Acknowledgments xiii</i></p> <p><b>Part I Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation 1</b></p> <p>One A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI) 3<br /> <i>Jennifer T. Mascolo, Dawn P. Flanagan, Vincent C. Alfonso</i></p> <p>Two Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations<br /> from Research and Practice 56<br /> <i>Devin M. Kearns, Christopher J. Lemons, Douglas Fuchs, Lynn S. Fuchs</i></p> <p>Three Home-School Collaboration for Intervention Planning 92<br /> <i>Michael J. Coutts, Susan M. Sheridan, Tara M. Sjuts, Tyler E. Smith</i></p> <p><b>Part II Selecting and Tailoring Interventions and Individualizing Instruction 121</b></p> <p>Four Tailoring Interventions in Reading Based on Emerging Research on the Development of Word Recognition Skills 123<br /> <i>David Kilpatrick</i></p> <p>Five Selecting and Tailoring Interventions for Students With Reading Difficulties 151<br /> <i>Steven G. Feifer</i></p> <p>Six Selecting and Tailoring Interventions for Students With Mathematics Difficulties 178<br /> <i>Diane Pedrotty Bryant, Kathleen Hughes Pfannenstiel, Brian R. Bryant, Jessica Hunt, Mikyung Shin</i></p> <p>Seven Selecting and Tailoring Interventions for Students With Written Expression Difficulties 204<br /> <i>Tanya Santangelo, Steve Graham</i></p> <p>Eight Individualizing Instruction for Students With Oral and Written Language Difficulties 231<br /> <i>Virginia W. Berninger, Jasmin Niedo</i></p> <p><b>Part III Interventions for Underserved and Mis-served Populations 265</b></p> <p>Nine Interventions for English Learners With Learning Difficulties 267<br /> <i>Julie Esparza Brown, Samuel O. Ortiz</i></p> <p>Ten Interventions for Students With Executive Skills and Executive Functions Difficulties 314<br /> <i>George McCloskey, Caitlin Gilmartin, Betti Stanco Vitanza</i></p> <p>Eleven Interventions for Students With Memory Difficulties 357<br /> <i>Milton J. Dehn</i></p> <p>Twelve Interventions for Students With Lecture Note–Taking Difficulties 387<br /> <i>Stephen T. Peverly, Gardith Marcelin, Michael Kern</i></p> <p>Thirteen Interventions for Students from Low Resource Environments: The Abecedarian Approach 415<br /> <i>Craig T. Ramey, Joseph J. Sparling, Sharon L. Ramey</i></p> <p><i>About the Editors 449</i></p> <p><i>Index 451</i></p> <p><i>About the CD-ROM 479</i></p>

<p><strong>JENNIFER T. MASCOLO, PsyD, NCSP,</strong> 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.</p> <p><strong>VINCENT C. ALFONSO, PhD,</strong> 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 <em>Essentials of Specific Learning Disability Identification</em> and coauthor of <em>Essentials of Cross-Battery Assessment, Third Edition</em>. 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.</p> <p><strong>DAWN P. FLANAGAN, PhD,</strong> 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 <em>Essentials of Specific Learning Disability Identification</em> and <em>Essentials of Cross-Battery Assessment, Third Edition</em>.</p>

<ul> <li>Provides step-by-step guidance and resources for individualizing interventions</li> <li>Expert advice on intervening with underserved and mis-served students</li> <li>Conveniently formatted for rapid reference</li> </ul> <p><strong>A practical resource for designing and implementing intervention programs for at-risk learners</strong></p> <p>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 book 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 learn how to recognize and 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.</p> <p>Each concise chapter describes how specific difficulties interfere with classroom tasks and explains how to select, modify, or otherwise tailor an intervention based on that information. As with all volumes in the <em>Essentials of Psychological Assessment</em> series, this volume includes callout boxes highlighting key concepts, bulleted points, extensive illustrative material, and test questions that help you gauge and reinforce your grasp of the information covered. The companion CD-ROM provides additional worksheets, case studies, and handouts.</p>

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