"Shapiro's text is an invaluable guide for school-based practitioners on curriculum-based assessment and direct academic interventions. The book is thorough, yet concise, and very practical. From start to finish, the reader is taken sequentially, step-by-step, through the direct assessment of and interventions for academic skills problems, including actual case examples, detailed instructions, helpful hints, and demonstrations of the implementation of the various methods and procedures. This work is truly ¿must reading' for anyone attempting to remediate students' academic skills and performance." --Daniel H. Tingstrom, Ph.D., University of Southern Mississippi "For the increasing number of school psychologists interested in developing their skills in classroom-based academic assessment and intervention, this updated book is a welcome resource.

The detailed description of how to design academic assessments within the ecology of the classroom offers a comprehensive guide to the process. The focus on procedures for progress monitoring is especially useful as a model for good practice and accountability for the school consultant. A common concern of practitioners is the search for classroom interventions, and this book contains a selection of well-researched strategies keyed to the educational needs of students. The suggestions for using computer technology for assessment and intervention will be much appreciated by those practitioners interested in integrating the computer into their practice." --Sylvia Rosenfield, Ph.D., University of Maryland-College Park "Once in a while a text comes along that should be required reading for all school psychologists involved in delivery of psychoeducational services to children and adolescents. Shapiro has produced a second edition of the classic text on methodologies for assessment and intervention with a wide variety of academic problems.

The content in this book is at the cutting edge of the field, and serves as a wonderful template for future research activities, but, more importantly, it will have an enormous impact on high-quality practice of psychology in the schools. I strongly recommend it for students and seasoned practitioners. It will advance the scope and quality of their practice in a major way." --Thomas R. Kratochwill, Ph.D., Professor and Director, School Psychology Program, University of Wisconsin-Madison.