This 24-item rating scale measures the severity of drinking problems, differentiating between alcohol use considered to be normal in adolescent development and alcohol use that is not considered to be normal. ADI items focus on the problems that arise from alcohol use, not on the amount or the frequency of consumption. ADI items were selected to represent the four domains of problem drinking indicators: loss of control of drinking; social indicators; psychological indicators and physical indicators

With School Motivation and Learning Strategies Inventory (SMALSI), the skills related to academic success early in a student's school career can be measured. This allows you to address any weaknesses pro-actively rather than waiting for repeated academic failures to determine that a student needs help. Designed for both special and general education students, this self-report inventory assesses 10 primary constructs associated with academic motivation, learning strategies, and study habits 7 focusing on student strengths and 3 focusing on student liabilities: Study Strategies, Note-Taking/Listening Skills, Reading/Comprehension Strategies, Writing/Research Skills, Test-Taking Strategies, Organizational Techniques, Time Management, Liabilities, Low Academic Motivation, Test Anxiety, Concentration/Attention Difficulties.
The SMALSI is available in two forms the Child Form (147 items) and the Teen Form (170 items). Both forms are written at a third-grade reading level. Both use a 4-point response scale, ranging from "Never" to "Almost Always." Scored by hand, Mail-In Answer Sheet, or computer, the SMALSI provides multiple scores, rather than one overall score. The unlimited-use scoring CD (W-398U-3) offers you an efficient and cost-effective way to screen large school populations. The SMALSI audio CD allows poor readers, who are often at risk for academic failure, to complete the SMALSI by listening to test items and then responding.
The SMALSI was standardized on a sample of 2,921 students--1,821 aged 8 to 12 years (Child Form) and 1,100 aged 13 to 18 years (Teen Form)--most from public schools. The sample reflects the U.S. population in terms of gender, ethnicity, and parental education. Identify and directly target weak learning strategies

With School Motivation and Learning Strategies Inventory (SMALSI), the skills related to academic success early in a student's school career can be measured. This allows you to address any weaknesses pro-actively rather than waiting for repeated academic failures to determine that a student needs help. Designed for both special and general education students, this self-report inventory assesses 10 primary constructs associated with academic motivation, learning strategies, and study habits 7 focusing on student strengths and 3 focusing on student liabilities: Study Strategies, Note-Taking/Listening Skills, Reading/Comprehension Strategies, Writing/Research Skills, Test-Taking Strategies, Organizational Techniques, Time Management, Liabilities, Low Academic Motivation, Test Anxiety, Concentration/Attention Difficulties.
The SMALSI is available in two forms the Child Form (147 items) and the Teen Form (170 items). Both forms are written at a third-grade reading level. Both use a 4-point response scale, ranging from "Never" to "Almost Always." Scored by hand, Mail-In Answer Sheet, or computer, the SMALSI provides multiple scores, rather than one overall score. The unlimited-use scoring CD (W-398U-3) offers you an efficient and cost-effective way to screen large school populations. The SMALSI audio CD allows poor readers, who are often at risk for academic failure, to complete the SMALSI by listening to test items and then responding.
The SMALSI was standardized on a sample of 2,921 students--1,821 aged 8 to 12 years (Child Form) and 1,100 aged 13 to 18 years (Teen Form)--most from public schools. The sample reflects the U.S. population in terms of gender, ethnicity, and parental education. Identify and directly target weak learning strategies

With School Motivation and Learning Strategies Inventory (SMALSI), the skills related to academic success early in a student's school career can be measured. This allows you to address any weaknesses pro-actively rather than waiting for repeated academic failures to determine that a student needs help. Designed for both special and general education students, this self-report inventory assesses 10 primary constructs associated with academic motivation, learning strategies, and study habits 7 focusing on student strengths and 3 focusing on student liabilities: Study Strategies, Note-Taking/Listening Skills, Reading/Comprehension Strategies, Writing/Research Skills, Test-Taking Strategies, Organizational Techniques, Time Management, Liabilities, Low Academic Motivation, Test Anxiety, Concentration/Attention Difficulties.
The SMALSI is available in two forms the Child Form (147 items) and the Teen Form (170 items). Both forms are written at a third-grade reading level. Both use a 4-point response scale, ranging from "Never" to "Almost Always." Scored by hand, Mail-In Answer Sheet, or computer, the SMALSI provides multiple scores, rather than one overall score. The unlimited-use scoring CD (W-398U-3) offers you an efficient and cost-effective way to screen large school populations. The SMALSI audio CD allows poor readers, who are often at risk for academic failure, to complete the SMALSI by listening to test items and then responding.
The SMALSI was standardized on a sample of 2,921 students--1,821 aged 8 to 12 years (Child Form) and 1,100 aged 13 to 18 years (Teen Form)--most from public schools. The sample reflects the U.S. population in terms of gender, ethnicity, and parental education. Identify and directly target weak learning strategies

Practical Ideas That Really Work for Secondary Students in Inclusive Classrooms is the latest addition to an existing series of eight other “Practical Ideas” books. It’s designed for educators and other school-based professionals in assisting secondary students in general education classrooms that have mild to moderate disabilities or are struggling learners. “Struggling learners” may include those with English language barriers, cultural diversity, or economic disadvantages.

The LiPS: Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech — Fourth Edition is a comprehensive multisensory program that uses explicit, systematic instruction to develop phonological awareness, decoding, spelling, and reading skills. The goal of LiPS is to develop fluent readers and competent spellers. The LiPS Program steps are: Setting the Climate for Learning, Identifying and Classifying
Consonants, Identifying and Classifying Vowels, Tracking Simple Syllables and Words, Basic Spelling and Reading, Learning Sight Words and Expectancies, Tracking Complex Syllables and Words, Multisyllabic Words, and Reading and Writing in Context. To teach sound–letter associations, the LiPS tasks progress from articulatory movement to sound, then to letter. Through guided discovery techniques, students explore the physical movements involved in producing sounds and learn to hear, see, and feel the physical characteristics of sounds. This in-depth knowledge leads to the student’s ability to understand how words are constructed and to self-correct—essential skills for independent reading and spelling.

The Sensory Integration and Praxis Tests (SIPT) measure the sensory integration processes that underlie learning and behavior. By showing you how children organize and respond to sensory input, SIPT helps pinpoint specific organic problems associated with learning disabilities, emotional disorders, and minimal brain dysfunction.
The SIPT measures visual, tactile, and kinesthetic perception as well as motor performance. It is composed of the following 17 brief tests: Space Visualization, Figure-Ground Perception, Standing/Walking Balance, Design Copying, Postural Praxis, Bilateral Motor Coordination, Praxis on Verbal Command, Constructional Praxis, Postrotary Nystagmus, Motor Accuracy, Sequencing Praxis, Oral Praxis, Manual Form Perception, Kinesthesia, Finger Identification, Graphesthesia, Localization of Tactile Stimuli. The entire battery can be given in 2 hours. And any of the individual tests can be administered separately in about 10 minutes. Norms are provided for each test--based on a national sample of more than 2,000 children between the ages of 4 years and 8 years, 11 months. Computer scoring is easy and accurate All SIPT tests are computer scored using the SIPT CD. NOTE: SIPT interpretation requires professional training. Orders should indicate the name and professional qualifications of the individual responsible for SIPT use.

The Phonological Awareness Skills Program (PASP) assesses and teaches the fundamental analysis and organization abilities that enable children to make sense out of reading and spelling. PASP is an updated and expanded version of the auditory Skills component (Green Book) of PREP (which focused on analysis Skills; PASP addresses analysis and organization Skills). PASP is intended for use by speech pathologists, remedial reading specialists, and teachers who work with pre-kindergarten through elementary school-aged children with LD, ADD, or dyslexia, individually or in groups. PASP consists of two components: the Test, which enables you to identify and determine the performance (instructional) level of those children who lack adequate Phonological Awareness Skills; and the Curriculum, which provides methods for training those Skills. The Curriculum is divided into two major sections: activities to improve Phonological analysis and organization Skills and activities to teach the words (verbal organizers) that support this process. Many of the activities are accompanied by worksheets that may be given to parents for supplemental use at home.

Patterns for Success in Reading and Spelling is ideal for teachers, tutors, and others who work with students with reading problems. Students of all ages benefit from lessons that range from beginning phonics to
advanced vocabulary. There are three parts to this program: Letter- Sound Correspondences, Syllable Patterns, Affixes, and Additional Phonics, Morpheme Patterns. The teacher's manual includes complete lesson plans effective for either group or individual instruction. Lessons provide a card drill, review of a previously taught concept, presentation of a new concept, reading word list, spelling word list, phrases for
dictation and an extension activity.
Visual and auditory drills with the Student Card Pack promote fluent and accurate decoding and spelling. The complete kit contains almost four hundred color-coded cards representing all phonics concepts taught in the lessons as well as 100 nonphonetic words.

Research shows that many students with dyslexia do not respond to phonological-based interventions. In an effort to confront the unanswered questions about fluency, time, and corresponding reading interventions, the National Dyslexia Research foundation sponsored a conference. Dyslexia, Fluency, and the Brain embodies the research presented there. The focus of this research deals with the time it takes for the brain to process written language and how this may impede the development of reading. The work of scientists in the areas of cognition, clinical psychology, experimental psychology, and neuroscience is organized in this volume, as it was at the conference which preceded it, to confront the unanswered questions:
What are the nature and extent of rate-of-processing, time- and fluency-related deficits in developmental dyslexia?
What are the hypothesized source(s) of these deficits?
Are time- and fluency-related deficits amenable to change? If so, what theoretical principles should guide ntervention in these areas?
Why is naming speed deficit one of the two best predictors of reading disabilities across multiple languages?
What is the importance of early detection and prevention of fluency problems?
What is the role of visual and auditory processing speed in dyslexia?
What are the components of effective fluency instruction?
The research you'll find detailed in this invaluable resource will give you an increased awareness of the factors than can contribute to or impede reading fluency development