Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Witsken, Deborah; Stoeckel, Amanda; D’Amato, Rik Carl

doi:10.1002/pits.20326

Cited by 36 publications

(26 citation statements)

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“…This impact is evident from increased examination in school psychology literature of alternative measurement approaches (e.g., curriculum-based measures and progress-monitoring tools) and/or lack of response to intervention for special education eligibility (Glover & DiPerna, 2007;Reschly, 2005;Shinn, 2007). Some authors (Dehn, 2008;Hale, Kaufman, Naglieri, & Kavale, 2006;Mather & Gregg, 2006;Naglieri & Kaufman, 2008;Witsken, Stoeckel, & D'Amato, 2008) have advocated, however, for the continued use of intelligence tests within the RTI framework to increase ourWe acknowledge Sarah Coolidge for her hard work and assistance in putting together this special issue. Correspondence to: Jocelyn H. Newton, University of Wisconsin-La Crosse, Department of Psychology; 1725 State St., La Crosse, WI 54601.…”

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confidence: 95%

Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment

Newton

McGrew²

2010

Psychology in the Schools

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The construct (or concept) of intelligence and the development of tests to assess it have a long and varied history. The first applied intelligence tests consisted of unidimensional static measures of general intelligence (g) (Kaufman, 2009), and the first practical measure of intelligence was published by Alfred Binet and Theodore Simon in 1905. The intent of Binet's test was to differentiate between retarded (intellectually disabled) and normal school children. Early intelligence tests were also used to identify individuals who were gifted and talented (e.g., Hollingsworth, 1926;Terman, 1925). Following the development of early g-based intelligence tests, a lengthy period of time elapsed during which intelligence test development was prominent and psychometrically driven research on the structure of intelligence was extensive. These activities have culminated in today's multidimensional intelligence tests (see Kaufman, 2009, for a historical overview).More specific to the field of school psychology, measures of intelligence have traditionally been considered to be a necessary component (i.e., ability-achievement discrepancy) in the identification of children with specific learning disabilities (SLDs) as prescribed by P.L. 94-142 (Flanagan & Harrison, 2005) and intellectual disabilities (IDs). Recent changes in SLD criteria in the reauthorization of the Individuals with Disabilities Education Act (IDEA) have significantly impacted the practice of intelligence testing-to the point that the efficacy of intelligence testing is now being questioned (Dombrowski, Kamphaus, & Reynolds, 2004;Fletcher, Coulter, Reschly, & Vaughn, 2004;Fletcher & Reschly, 2005;Gresham, Restori, & Cook, 2008). In particular, the recent emphasis on Response to Intervention (RTI) as a potential method of determining SLD eligibility has led to serious questions about the usefulness, necessity, empirical support, and efficacy of individualized intelligence or cognitive ability testing within educational settings.It is within this context that the focus of the current special issue was developed. The purpose of this issue is to "take stock" of the usefulness of intelligence theory and testing within the emerging new special education landscape, with a particular focus on the contribution of the contemporary Cattell-Horn-Carroll (CHC) theory of cognitive abilities. SHIFTING SANDS: THE CHANGING ASSESSMENT LANDSCAPEThe IDEA-driven RTI movement has significantly impacted the field of school psychology. This impact is evident from increased examination in school psychology literature of alternative measurement approaches (e.g., curriculum-based measures and progress-monitoring tools) and/or lack of response to intervention for special education eligibility (Glover & DiPerna, 2007;Reschly, 2005;Shinn, 2007). Some authors (Dehn, 2008;Hale, Kaufman, Naglieri, & Kavale, 2006;Mather & Gregg, 2006;Naglieri & Kaufman, 2008;Witsken, Stoeckel, & D'Amato, 2008) have advocated, however, for the continued use of intelligence tests within the RTI framework to ...

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confidence: 95%

Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment

Newton

McGrew²

2010

Psychology in the Schools

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“…Assessment of variables using a multimodal approach is essential to providing quality intervention (Witsken et al 2008). A variety of assessments are used to screen for children at-risk for reading problems.…”

Section: Predictors Of Literacy Skills For Identification Of Childrenmentioning

confidence: 99%

Utilizing Teacher Ratings of Student Literacy to Identify At-Risk Students: an Analysis of Data from the Early Childhood Longitudinal Study

Titley

D’Amato

Koehler-Hak

2014

Contemp School Psychol

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The identification of children at-risk for reading problems can be costly and time-consuming. Previous research has indicated that teachers are relatively accurate in assessing children's overall reading ability. This study investigated the accuracy of kindergarten and first grade teacher rating scales in predicting children's reading scores on assessments in kindergarten, first, third, and fifth grades. The sample included 8,806 children from the Early Childhood Longitudinal StudyKindergarten cohort (ECLS-K). Results demonstrated that teacher ratings significantly predicted children's later reading scores through fifth grade. The practical implications of the results are discussed in relation to early identification of children at-risk for learning disabilities in reading.

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“…(Quintanar, Solovieva, Lá-zaro, bonilla, Mejía, Eslava, 2008;Witsken, Stoeckel y D'Amato, 2008). La intervención implica trabajar con el escolar y con otras personas significativas en el entorno natural del escolar, enfatizando así la ecología total que le afecta en su rendimiento académico.…”

Section: Tabla 1 Las áReas Terciarias Del Cerebro Y Sus Funciones (Aunclassified

“…A estas capacidades, neuropsicoló-gicas y cognitivas, se ha de añadir, según Witsken et al (2008), la exploración de otros dos dominios, a saber, personalidad/conducta/familia, más ambiente educativo y de la clase. Witsken et al (2008) se apoyan en una reflexión previa de Glozman (1999) cuando afirman que la exploración neuropsicológica de Luria es reconocida actualmente por la comunidad científica internacional como el método más comprehensivo y flexible de la evaluación neuropsicológica disponible, pudiendo abordar los factores que subyacen a las actividades psicológicas complejas. Tranel (2005) afirmaba que, para Luria, el uso de signos revelados por la evaluación neuropsicológica, pudiendo inferir a partir de ellos disfunciones cerebrales, era la verdadera esencia del campo de la neuropsicología.…”

Section: Tabla 1 Las áReas Terciarias Del Cerebro Y Sus Funciones (Aunclassified

“…Como nos recuerdan recientemente quienes han revisado la neuropsicología aplicada al trabajo con niños (Witsken et al, 2008), hay que resaltar que han sido los avances en las técnicas de neuroimagen las que han permitido comprobar cómo cambia el cerebro a causa de las intervenciones neuropsicológicas. Las imágenes del funcionamiento cerebral muestran claramente los cambios surgidos como consecuencia del tratamiento neuropsicológico, ya que se consigue una reorganización del cerebro.…”

Section: A Modo De Conclusión: Los Avances En Las Técnicas De Neuroimunclassified

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El legado de Luria y la neuropsicología escolar

Manga

Ramos

2017

PSYE

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RESUMEN:Se revisa la historia de la neuropsicología aplicada al trabajo con los niños. Diversos autores se han mostrado partidarios de aplicar la neuropsicología a los centros educativos, especialidad que algunos han llamado "neuropsicología escolar". Desde que inicialmente así se la denominó (Hynd y obrzut, 1981), han tenido lugar notables avances respecto al campo e identidad profesional de esta especialidad. La obra de Luria continúa teniendo una gran influencia internacional. Luria ha contribuido a la comprensión neuropsicológica del individuo y de la práctica profesional. Como actividad profesional, la neuropsicología escolar se ocupa de la evaluación, diagnóstico e intervención en estudiantes que tienen dificultades en sus aprendizajes y/o muestran trastornos de comportamiento en su centro escolar. En los últimos años se viene recomendando una evaluación neuropsicológica comprehensiva de cara a la intervención en el centro escolar. Existen procedimientos más nuevos de evaluación neuropsicológica infantil, los cuales representan aplicaciones innovadoras del modelo conceptual de Luria. La investigación y avances de los estudios de neuroimagen nos permiten conocer mejor los cambios del cerebro en desarrollo. Palabras clave: neuropsicología infantil, neuropsicología escolar, desarrollo del cerebro, modelo conceptual de Luria, evaluación neuropsicológica del desarrollo. The Luria's legacy and school neuropsychologyABSTRACT: This article reviews the history of neuropsychology applied to work with children. Several authors have advocated for the application of neuropsychology to the school centres, a specialty some have called "school neuropsycology". Since the term was initially introduced (Hynd & obrzut, 1981), considerable advances have arisen regarding the field and professional identity of this specialty. Luria'work continues to have a strong international influence. Luria has served for neuropsychological understanding of the individual and for the professional practice. As professional activity, the school neuropsychology focuses in assessing, diagnosing, and intervening with students who are experiencing learning difficulties and/or behaviour disorders in academic setting. In recent years, a comprehensive neuropsychological assessment for intervention is recommended within a school setting. Newer neuropsychological assessment procedures for children represent innovative applications of Luria's conceptual model. research and advances in neuroimaging allow us to view how the developmental brain changes.

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Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Cited by 36 publications

References 30 publications

Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment

Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment

Utilizing Teacher Ratings of Student Literacy to Identify At-Risk Students: an Analysis of Data from the Early Childhood Longitudinal Study

El legado de Luria y la neuropsicología escolar

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