2005
DOI: 10.1007/s11065-005-7092-5
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Ecological Neuropsychology: An Alternative to the Deficit Model for Conceptualizing and Serving Students with Learning Disabilities

Abstract: The present paper contends that children with learning disabilities are better served when assessment and intervention are conceptualized within an ecological neuropsychology perspective than within the traditional deficit model perspective, which is the predominant approach to intervention in medical and educational settings. The deficit method conceptualizes problems as within the child, and the major consequence of this approach is that little time is spent analyzing the learning environment or other system… Show more

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Cited by 33 publications
(28 citation statements)
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“…Interest in neuropsychology within the field of school psychology is evident in the prevalence of neuropsychology-related workshops and conferences (e.g., the "Mind Matters" theme of the 2004 National Association of School Psychologists [NASP] convention), the formation of a Neuropsychology in the Schools Interest Group within professional organizations such as NASP, the recent publication of textbooks devoted to school neuropsychology (e.g., D'Amato et al, 2005a;Hale & Fiorello, 2004), attention to the topic in scholarly journals such as this special edition, and the emergence of school psychology training programs that provide graduate coursework and clinical experiences in clinical neuropsychology (Hynd & Reynolds, 2005).…”
Section: Neuropsychological Activities: the Presentmentioning
confidence: 99%
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“…Interest in neuropsychology within the field of school psychology is evident in the prevalence of neuropsychology-related workshops and conferences (e.g., the "Mind Matters" theme of the 2004 National Association of School Psychologists [NASP] convention), the formation of a Neuropsychology in the Schools Interest Group within professional organizations such as NASP, the recent publication of textbooks devoted to school neuropsychology (e.g., D'Amato et al, 2005a;Hale & Fiorello, 2004), attention to the topic in scholarly journals such as this special edition, and the emergence of school psychology training programs that provide graduate coursework and clinical experiences in clinical neuropsychology (Hynd & Reynolds, 2005).…”
Section: Neuropsychological Activities: the Presentmentioning
confidence: 99%
“…Although school psychologists and clinical neuropsychologists may use some of the same assessment tools, the practice of neuropsychology is distinguished from school psychology in its conceptualization and interpretation of the neuropsychological basis of behavior (Pelletier et al, 2004). Unlike most school psychologists, neuropsychologists have specialized training in neurodevelopment, functional neuroanatomy, neurological disorders, and neuropsychological intervention, which allows them to interpret assessment data in light of the underlying central nervous system functioning (D'Amato et al, 2005a;Witsken, D'Amato, & Hartlage, 2008). Conversely, clinical neuropsychologists may lack the training that school psychologists receive regarding development, behavior, assessment, instructional consultation, educational law, and school systems that facilitates assessment and intervention services appropriate in the school setting (Pelletier et al, 2004).…”
Section: Neuropsychological Activities: the Presentmentioning
confidence: 99%
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“…Es así, que desde un punto de vista pedagógico, conocer el funcionamiento de la memoria le posibilitará al docente crear una línea base que permita generar diferentes estrategias pedagógicas que vayan en pro del mejoramiento de los aspectos que se encuentran deteriorados, pero sobretodo, potencializar aquellos que están intactos a partir de los cuales Ana María Flórez-Durango et al las estrategias pedagógicas utilizadas tendrán efectos, no solo en el contexto escolar, sino en el desarrollo humano integral, asumiendo que la utilización de las explicaciones neurocientíficas al servicio del contexto escolar es una necesidad imperante en la actualidad (De la Peña, 2005;D'Amato, Crepeau-Hobson, Huang & Geil, 2005;Goswami, 2006;Solovieva, 2014;Margulis, 2009;Bordignon, Endres, Trentini y Bosa, 2015).…”
Section: Introductionunclassified
“…Es una mirada dirigida a los procesos de enseñanza-aprendizaje, y la posibilidad que a partir de dicho conocimiento, los educadores, psicólogos, fonoaudiólogos, médicos y profesionales directamente implicados en acompañar los procesos de aprendizaje, lo realicen desde las herramientas neuropsicopedagógicas, reconociendo que para identificar el perfil neuropsicológico de una persona, se consideran tanto sus características intraindividuales observables, como los factores medioambientales, biogenéticos y comportamentales. Las características individuales interactúan con otros aspectos de los ambientes de aprendizaje (instrucciones, tareas, métodos, contenidos), los cuales se relacionan con los resultados académicos, los procesos de aprendizaje, y el desarrollo de habilidades y destrezas cognoscitivas (D'Amato, Crepeau-Hobson, Huang, & Geil, 2005).…”
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