By Edward S. Shapiro
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Extra info for Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention
Fuchs, Hamlett, and Whinnery (1991) examined the effect of providing goal lines superimposed on graphs on the math performance of 40 students with LD. Results showed that providing goal-line feedback to students produced greater performance stability among students than providing graphs without goal-line feedback. , 1992) compared corrective feedback for completion of math problems given under either peer- or self-Â�delivered conditions across six second-grade students. In the self-Â�delivered condition, students were instructed to first look at the problem with its answer, cover the problem with a cardboard marker, copy the problem as they recalled it, and then compare the copied and correct responses.
The model is described in more detail in Chapter 3. One of the important considerations in adopting a new methodology for conducting academic assessment is the degree to which the proposed change is acceptable to consumers who will use the method. , Clark & Elliott, 1988; Miltenberger, 1990; Reimers, Wacker, Cooper, & deRaad, 1992; Reimers, Wacker, Derby, & Cooper, 1995; Witt & Elliott, 1985). Eckert and I (Eckert, Hintze, & Sha- Introduction 23 piro, 1999; Eckert & Shapiro, 1999; Eckert, Shapiro, & Lutz, 1995; Shapiro & Eckert, 1994) extended the concept of treatment acceptability to assessment acceptability.
Subskill mastery models assess distinct skills in the learning process. Each of these skills is assessed, and instruction is focused on the teaching of the specific skill. Once competency in that skill is attained, a new measure is developed for assessing the subsequent skill, and teaching of that skill occurs. This process continues through a skills hierarchy that leads to mastery of the required curriculum materials. In particular, the model serves as a mechanism for teachers to identify specific skills in need of remediation and to design effective interventions to remediate those skills.