Annotated Bibliography
Interventions and Instructional Support to Develop Academic Skills
Elliott, S. N., Busse, R. T., & Shapiro, E. S. (1999). Intervention techniques for
academic performance problems. In C. R. Reynolds & T. B. Gutkin (Eds.),
The handbook of school psychology (3rd ed., pp. 664-685). New York, NY:
John Wiley & Sons, Inc.

This chapter focuses on the effect of student engagement on educational
outcomes and its role in successful implementation of academic
interventions. Strategies are provided to help improve student
engagement.
Mash, J. E., & Barkley, R. A. (Eds.).(2006). Treatment of childhood disorders (3rd
ed.). New York, NY: The Guilford Press.

This text examines a variety of childhood disorders from a developmental
systems perspective. The authors cover behavioral disorders, emotional
and social disorders, disorders of development and learning, eating
disorders, and intellectual and learning disabilities. For each disorder, they
provide a theoretical conceptualization, epidemiology, diagnostic criteria,
and a description and critique of best practices regarding treatment.
Mather, N., & Wendling, B.J. (2005). Linking cognitive assessment results to
academic interventions for students with learning disabilities. In D. P.
Flanagan, & P. L. Harrison (Eds.), Contemporary intellectual assessment:
Theories, tests, and issues (2nd ed., pp. 269-294). New York, NY:
Guildford Press.

This chapter looks at the relationships between cognitive abilities and
achievement, as an understanding of these relationships helps school
psychologists make informed decisions about assessment tools,
diagnoses, accommodations, and instructional techniques and
interventions. It explores the cognitive abilities that are most commonly
measured in assessments, the ways they relate to specific learning
disabilities, and instructional implications.
Upah, K. & Tilly, D. W. (2002). Best practices in designing, implementing, and
evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best
practices in school psychology (pp. 483-501). Bethesda, MD: NASP
Publications.

I thought that this chapter was beneficial for use in designing interventions
as it presents a 12-component model that aids in the design,
implementation, and evaluation of interventions.
Wendling, B. J., & Mather, N. (2009). Essentials of evidence-based
academic interventions. Hoboken, NJ: John Wiley & Sons Inc.

This book provides evidence-based interventions to include in treatment
planning and recommendations and has been useful in my practicums.
Areas include phonological awareness, reading fluency, vocabulary,
reading comprehension, written expression, basic math skills, and math
problem solving and others.