Diagnostic assessment of learning disabilities in childhood : bridging the gap between research and practice /
Taylor, Amber E. Brueggemann,
Diagnostic assessment of learning disabilities in childhood : bridging the gap between research and practice / Amber E. Brueggemann Taylor. - xiii, 254 pages : illustrations ; 24 cm. - Contemporary issues in psychological assessment . - Contemporary issues in psychological assessment. .
Includes bibliographical references (pages 239-252) and index.
1. Introduction/History of Learning Disability Assessment -- 2. Aptitude-Achievement Discrepancy -- 3. Cognitive Processing -- 4. Response to Intervention -- 5. Low Achievement -- 6. Promising Practices -- 7. Comorbidity and Differential Diagnosis -- -- Introduction/History of Learning Disability Assessment -- Introduction -- Why Diagnose Learning Disabilities? -- Overview of Learning Disabilities Definitions -- Overview of Learning Disabilities Identification -- Origins of LD and Early Practices -- The Beginning of the LD Movement -- Summary of Key Points -- Questions and Answers with the Expert: Joseph K. Torgesen -- Aptitude-Achievement Discrepancy -- Origin of Discrepancy Criteria -- Discrepancy Within Identification Criteria -- Calculating Severe Discrepancy -- Psychometric Considerations -- Dissatisfaction with Discrepancy -- In Defense of Intelligence -- Gifted Individuals with LD -- Another Type of Discrepancy -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Cecil R. Reynolds -- Cognitive Processing -- A Brief History of Processes -- What Are Psychological Processes? -- Contemporary Assessment of Cognitive Processes -- Support for Processing Assessment -- Critique of Processing Assessment -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Jack Naglieri -- Response to Intervention -- Curriculum-Based Measurement in an RTI Framework -- Support for Response to Intervention -- A Model under Construction -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Scott Ardoin -- Low Achievement -- Concerns Regarding Use of Low Achievement -- Support for Low Achievement Approaches -- Cut Scores -- Choosing a Cut-Point in Practice -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Linda Siegel -- Promising Practices -- Functional Impairment -- Defining Functional Impairment for Learning Disabilities -- Differentiation of LD from "Slow Learner" -- Differentiation of LD from Learning Differences -- The Research Study: An Impairment Model -- Best Practice: An Integrated Model of LD Identification -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Kenneth Kavale -- Comorbidity and Differential Diagnosis -- Disorders and Conditions To Be Considered -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Stefan C. Dombrowski -- States' Previous Discrepancy Models and Current Identification Models -- State Response to Intervention Models -- Links to Useful Websites. 1. 2. 3. 4. 5. 6. 7. Appendix: -- Appendix A. Appendix B. Appendix C.
"Diagnosing learning disabilities (LD) in children has never been an easy task. The multiple approaches in use complicate the assessment process, raising the risk of young students getting the wrong services, or none at all. It is clear that more accurate diagnosis and classification methods are needed to advance the prevention and treatment of difficulties in reading and mathematics. Diagnostic Assessment of Learning Disabilities in Childhood takes important steps to cut through the confusion. This timely resource weighs the strengths and weaknesses of commonly used assessment methods including the aptitude-achievement discrepancy, cognitive processing, RTI, and low achievement approaches, and introduces the author's academic impairment model as a promising alternative. A chapter on comorbid disorders in students with LD guides readers in the fine points of differential diagnosis. And to make the coverage especially practical, the book's features link the theoretical to the real-world practice of LD assessment, among them: Overviews of LD identification and definitions; Analysis of widely used diagnostic approaches with strengths and weaknesses; Examples of assessment protocols and report writing; Case examples illustrating diagnostic issues; Q&A sections with leading experts in the field; Useful summaries, appendices, and resource links. Diagnostic Assessment of Learning Disabilities in Childhood is an invaluable reference for school and clinical child psychologists, special education and allied educational professionals, and researchers and graduate students in school, educational, and clinical child psychology who are dedicated to higher measurement standards and greater opportunities for children's academic success."--Publisher's website.
1493903349 9781493903344
2014930308
Learning disabilities--Diagnosis.
Learning disabled children--Identification
616.9285889
Diagnostic assessment of learning disabilities in childhood : bridging the gap between research and practice / Amber E. Brueggemann Taylor. - xiii, 254 pages : illustrations ; 24 cm. - Contemporary issues in psychological assessment . - Contemporary issues in psychological assessment. .
Includes bibliographical references (pages 239-252) and index.
1. Introduction/History of Learning Disability Assessment -- 2. Aptitude-Achievement Discrepancy -- 3. Cognitive Processing -- 4. Response to Intervention -- 5. Low Achievement -- 6. Promising Practices -- 7. Comorbidity and Differential Diagnosis -- -- Introduction/History of Learning Disability Assessment -- Introduction -- Why Diagnose Learning Disabilities? -- Overview of Learning Disabilities Definitions -- Overview of Learning Disabilities Identification -- Origins of LD and Early Practices -- The Beginning of the LD Movement -- Summary of Key Points -- Questions and Answers with the Expert: Joseph K. Torgesen -- Aptitude-Achievement Discrepancy -- Origin of Discrepancy Criteria -- Discrepancy Within Identification Criteria -- Calculating Severe Discrepancy -- Psychometric Considerations -- Dissatisfaction with Discrepancy -- In Defense of Intelligence -- Gifted Individuals with LD -- Another Type of Discrepancy -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Cecil R. Reynolds -- Cognitive Processing -- A Brief History of Processes -- What Are Psychological Processes? -- Contemporary Assessment of Cognitive Processes -- Support for Processing Assessment -- Critique of Processing Assessment -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Jack Naglieri -- Response to Intervention -- Curriculum-Based Measurement in an RTI Framework -- Support for Response to Intervention -- A Model under Construction -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Scott Ardoin -- Low Achievement -- Concerns Regarding Use of Low Achievement -- Support for Low Achievement Approaches -- Cut Scores -- Choosing a Cut-Point in Practice -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Linda Siegel -- Promising Practices -- Functional Impairment -- Defining Functional Impairment for Learning Disabilities -- Differentiation of LD from "Slow Learner" -- Differentiation of LD from Learning Differences -- The Research Study: An Impairment Model -- Best Practice: An Integrated Model of LD Identification -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Kenneth Kavale -- Comorbidity and Differential Diagnosis -- Disorders and Conditions To Be Considered -- Case Examples -- Summary of Key Points -- Questions and Answers with the Expert: Stefan C. Dombrowski -- States' Previous Discrepancy Models and Current Identification Models -- State Response to Intervention Models -- Links to Useful Websites. 1. 2. 3. 4. 5. 6. 7. Appendix: -- Appendix A. Appendix B. Appendix C.
"Diagnosing learning disabilities (LD) in children has never been an easy task. The multiple approaches in use complicate the assessment process, raising the risk of young students getting the wrong services, or none at all. It is clear that more accurate diagnosis and classification methods are needed to advance the prevention and treatment of difficulties in reading and mathematics. Diagnostic Assessment of Learning Disabilities in Childhood takes important steps to cut through the confusion. This timely resource weighs the strengths and weaknesses of commonly used assessment methods including the aptitude-achievement discrepancy, cognitive processing, RTI, and low achievement approaches, and introduces the author's academic impairment model as a promising alternative. A chapter on comorbid disorders in students with LD guides readers in the fine points of differential diagnosis. And to make the coverage especially practical, the book's features link the theoretical to the real-world practice of LD assessment, among them: Overviews of LD identification and definitions; Analysis of widely used diagnostic approaches with strengths and weaknesses; Examples of assessment protocols and report writing; Case examples illustrating diagnostic issues; Q&A sections with leading experts in the field; Useful summaries, appendices, and resource links. Diagnostic Assessment of Learning Disabilities in Childhood is an invaluable reference for school and clinical child psychologists, special education and allied educational professionals, and researchers and graduate students in school, educational, and clinical child psychology who are dedicated to higher measurement standards and greater opportunities for children's academic success."--Publisher's website.
1493903349 9781493903344
2014930308
Learning disabilities--Diagnosis.
Learning disabled children--Identification
616.9285889