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Effective Math Interventions: A Guide to Improving Whole-Number Knowledge
Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career...
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9781462528288
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Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: Robin S. Codding, Robert J. Volpe, Brian C. Poncy
Publisher: Guilford Publications
Published: 02/09/2017
Pages: 258
Binding Type: Paperback
Weight: 1.28lbs
Size: 10.40h x 8.00w x 0.70d
ISBN: 9781462528288
About the Author
Robin S. Codding, PhD, BCBA, is Associate Professor in the Department of Educational Psychology at the University of Minnesota. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding's research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored more than 50 articles and book chapters. Robert J. Volpe, PhD, is Associate Professor in the Department of Applied Psychology and Co-Director of the Center for Research in School-based Prevention at Northeastern University. He is 2017 President of the Society for the Study of School Psychology and serves on the editorial advisory boards of Journal of Attention Disorders, Journal of School Psychology, School Psychology Review, and School Mental Health. Dr. Volpe's research focuses on designing academic and behavioral interventions for students with disruptive behavior disorders, and feasible systems for assessing student behavior in problem-solving models. He has authored over 80 articles, book chapters, and books. Brian C. Poncy, PhD, is Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.
This title is only available via back order
Author: Robin S. Codding, Robert J. Volpe, Brian C. Poncy
Publisher: Guilford Publications
Published: 02/09/2017
Pages: 258
Binding Type: Paperback
Weight: 1.28lbs
Size: 10.40h x 8.00w x 0.70d
ISBN: 9781462528288
About the Author
Robin S. Codding, PhD, BCBA, is Associate Professor in the Department of Educational Psychology at the University of Minnesota. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding's research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored more than 50 articles and book chapters. Robert J. Volpe, PhD, is Associate Professor in the Department of Applied Psychology and Co-Director of the Center for Research in School-based Prevention at Northeastern University. He is 2017 President of the Society for the Study of School Psychology and serves on the editorial advisory boards of Journal of Attention Disorders, Journal of School Psychology, School Psychology Review, and School Mental Health. Dr. Volpe's research focuses on designing academic and behavioral interventions for students with disruptive behavior disorders, and feasible systems for assessing student behavior in problem-solving models. He has authored over 80 articles, book chapters, and books. Brian C. Poncy, PhD, is Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.
This title is only available via back order
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