Linking School Neuropsychology with Response‐To‐Intervention Models

Toffalo, Douglas A. Della

doi:10.1002/9781118269855.ch8

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“…Having outlined our rationale for cognitive and neuropsychological testing for the purpose of identifying and serving children with special learning needs, we are quite confident the process is useful, effective, and makes a difference in the lives of children when used by skillful clinicians. Worthy of note is that the third option of alternative approaches that we referenced and described briefly in this article is evidence‐based (Della Tofallo, ; Flanagan & Alfonso, ). However, this does not mean these approaches will be considered by future school psychologists, especially if they are not adequately trained.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, we agree that approaches to SLD identification that do not use cognitive assessment as part of the evaluation procedure are not supported by research (see Reynolds & Shaywitz, , for a review). As such, we support contemporary, research‐based alternatives to SLD identification, consistent with the third option of the 2006 Federal Regulations (e.g., Hale, Flanagan, & Naglieri, ), “because they emanate from the marriage of a collective body of knowledge that has been acquired through research in the fields of neuroscience, pedagogy, assessment, and intervention” (Della Tofallo, , pp. 180–181).…”

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Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications

Decker

Hale

Flanagan³

2013

Psychology in the Schools

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Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions. However, school psychology training programs have not readily adopted contemporary assessment practices. This article reviews the historical and legislative factors influencing school psychologists' use of intellectual measures for identifying children with learning and other high-incidence disabilities. Distinctions between contemporary cognitive assessment and traditional IQ testing are reviewed. Specific challenges to incorporating evidence-based assessment practice within school psychology training programs are identified. Guidelines for using alternative research-based procedures that include the use of cognitive measures to assess a child's strengths and weaknesses are provided. Potential directions for the application of cognitive theory in educational settings, professional training in appropriate interpretive strategies, and ethical guidance for the appropriate use of cognitive measures are also discussed. C 2013 Wiley Periodicals, Inc.Long-standing controversies regarding the use of intelligence testing in school-based practice have become a foremost concern in contemporary school psychology. Historically, school psychologists over-relied on IQ scores when making disability identification decisions, particularly as applied to specific learning disability (SLD). We concur with the large body of research showing that the IQ-achievement discrepancy method, when used as a primary or sole indicator of SLD, is an invalid approach (see Stanovich, 2005, for review). Similarly, we agree that approaches to SLD identification that do not use cognitive assessment as part of the evaluation procedure are not supported by research (see Reynolds & Shaywitz, 2009, for a review). As such, we support contemporary, research-based alternatives to SLD identification, consistent with the third option of the Federal Regulations (e.g., Hale, Flanagan, & Naglieri, 2008, "because they emanate from the marriage of a collective body of knowledge that has been acquired through research in the fields of neuroscience, pedagogy, assessment, and intervention" (Della Tofallo, 2010, pp. 180-181). Research-based alternative approaches have strongly de-emphasized sole reliance on IQ in favor of theory-based flexible batteries that include measures of cognitive abilities that are predictive of specific academic skills and that yield information relevant for classroom instruction (e.g., Flanagan, Ortiz, & Alfonso, 2013). In this article, we review intellectual assessment within a historical context, provide a rationale for

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confidence: 99%

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confidence: 99%