Taylor Diagnostic Assessment of Learning Disabilities in Childhood

Bridging the Gap Between Research and Practice
1. Auflage 2014
ISBN: 978-1-4939-0335-1
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 260 Seiten

Reihe: Contemporary Issues in Psychological Assessment

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.

Amber E. Brueggemann Taylor, Ph.D., earned her doctoral degree from the University of Georgia with a specialization in learning disabilities. She is currently working as a full-time school psychologist with the Special School District of St. Louis County as well as a part-time supervising psychologist at Community Psychological Services of University of Missouri-St. Louis. Her previous work experiences include being a school psychologist for a program serving children with severe emotional and/or neurodevelopmental disorders, a staff psychologist providing therapy and evaluation for children and adolescents at St. Louis Behavioral Medicine Institute and an evaluator for the Fetal Alcohol Spectrum as part of the St. Louis University Partners for Success grant project. Dr. Taylor is a Missouri licensed psychologist, Missouri certified school psychologist and nationally certified school psychologist.

Autoren/Hrsg.

Taylor, Amber E. Brueggemann

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgments;7
3;Contents;8
4;About the Author;10
5;Chapter-1;11
5.1;Introduction/History of Learning Disability Assessment;11
5.1.1;Introduction;11
5.1.2;Why Diagnose Learning Disabilities?;11
5.1.3;Overview of Learning Disabilities Definitions;13
5.1.4;Overview of Learning Disabilities Identification;15
5.1.5;Origins of LD and Early Practices;19
5.1.6;The Beginning of the LD Movement;22
5.1.7;Summary of Key Points;24
5.1.8;Questions and Answers with the Expert: Joseph K. Torgesen;25
6;Chapter-2;29
6.1;Aptitude–Achievement Discrepancy;29
6.1.1;Origin of Discrepancy Criteria;29
6.1.2;Discrepancy Within Identification Criteria;30
6.1.3;Calculating Severe Discrepancy;30
6.1.3.1;Simple Standard Score Discrepancy;30
6.1.3.2;Regression Models of Discrepancy;31
6.1.4;Psychometric Considerations;33
6.1.5;Dissatisfaction with Discrepancy;35
6.1.5.1;Intelligence as a Controversial Concept;35
6.1.5.2;Effect of LDs on Intelligence Test Performance;36
6.1.5.3;The Matthew Effect;36
6.1.5.4;Global IQ May be Less Meaningful for Individuals with LD;36
6.1.5.5;Variability in Identification;37
6.1.5.6;IQ Does Not Equal Potential;37
6.1.5.7;Garden Variety Poor Readers vs. Reader with Dyslexia;38
6.1.5.8;Intelligence Does Not Predict Reading Ability;38
6.1.5.9;“Wait to Fail” Model;38
6.1.5.10;Intelligence Does Not Guide Treatment;39
6.1.6;In Defense of Intelligence;39
6.1.7;Gifted Individuals with LD;40
6.1.8;Another Type of Discrepancy;41
6.1.9;Case Examples;42
6.1.9.1;Referral Question and Background;42
6.1.9.1.1;Referral Question;42
6.1.9.1.2;Family History;43
6.1.9.1.3;Developmental History;43
6.1.9.1.4;Educational History;43
6.1.9.1.5;Affect and Social Characteristics;44
6.1.9.2;General Behavioral Observations;44
6.1.9.3;Cognitive Functioning;44
6.1.9.4;Academic Functioning;45
6.1.9.4.1;Reading Achievement;45
6.1.9.4.2;Written Language Skills;46
6.1.9.4.3;Oral Language;46
6.1.9.4.4;Mathematics;46
6.1.9.5;Behavioral and Social–Emotional Functioning;47
6.1.9.5.1;Parent Reports;47
6.1.9.5.2;Teacher Reports;48
6.1.9.5.3;Self Report;49
6.1.9.6;Summary and Diagnostic Impressions;50
6.1.9.7;Recommendations;50
6.1.9.8;Evaluation Instruments Administered;51
6.1.9.9;Reason for Referral;51
6.1.9.10;Background Information;51
6.1.9.11;Social History;52
6.1.9.12;General Description/Testing Observations;52
6.1.9.13;Test Results and Interpretation;52
6.1.9.13.1;Intelligence;52
6.1.9.13.2;Academic Achievement;53
6.1.9.13.3;Social/Emotional/Behavioral Rating Scales;55
6.1.9.13.4;Clinical Interview;58
6.1.9.13.5;Classroom Observation;58
6.1.9.14;Summary;58
6.1.10;Summary of Key Points;59
6.1.11;Questions and Answers with the Expert: Cecil R. Reynolds;60
7;Chapter-3;62
7.1;Cognitive Processing;62
7.1.1;A Brief History of Processes;62
7.1.2;What Are Psychological Processes?;63
7.1.3;Contemporary Assessment of Cognitive Processes;65
7.1.4;Support for Processing Assessment;68
7.1.5;Critique of Processing Assessment;69
7.1.6;Case Examples;70
7.1.6.1;Background Information;71
7.1.6.2;Testing Observations;72
7.1.6.3;Evaluation Results;73
7.1.6.4;Summary and Diagnostic Impressions;88
7.1.6.5;Referral and Background Information;90
7.1.6.5.1;Reason for Referral;90
7.1.6.5.2;Educational History;90
7.1.6.5.3;Background Information;90
7.1.6.6;General Observations and Impressions;91
7.1.6.7;Test Results and Interpretations;91
7.1.6.7.1;Intellectual Functioning;91
7.1.6.7.2;Academic Achievement;93
7.1.6.7.3;Work Samples;95
7.1.6.7.4;Cognitive Processing;96
7.1.6.7.5;Summary of Cognitive Processes;101
7.1.6.7.5.1;Social/Emotional/Behavioral Rating Scales;102
7.1.6.7.5.2;Clinical Interview;103
7.1.6.7.5.3;IDEA Disability Criteria;104
7.1.6.8;Summary;104
7.1.7;Summary of Key Points;105
7.1.8;Questions and Answers with the Expert: Jack Naglieri;106
8;Chapter-4;110
8.1;Response to Intervention;110
8.1.1;Curriculum-Based Measurement in an RTI Framework;111
8.1.2;Support for Response to Intervention;113
8.1.3;A Model under Construction;114
8.1.4;Case Examples;117
8.1.5;Summary of Key Points;129
8.1.6;Questions and Answers with the Expert: Scott Ardoin;130
9;Chapter-5;133
9.1;Low Achievement;133
9.1.1;Concerns Regarding Use of Low Achievement;134
9.1.2;Support for Low Achievement Approaches;135
9.1.3;Cut Scores;136
9.1.4;Choosing a Cut-Point in Practice;137
9.1.5;Case Examples;139
9.1.5.1;Referral and Background Information;139
9.1.5.2;Classroom Observation;140
9.1.5.3;General Testing Observations;141
9.1.5.4;Test Results and Interpretation:;141
9.1.5.4.1;Academic Achievement;141
9.1.5.4.2;Social/Emotional/Behavioral Rating Scales;143
9.1.5.4.3;Clinical Interview;145
9.1.5.5;Conclusion and Diagnosis;146
9.1.5.6;Referral Reason;147
9.1.5.7;Background Information;147
9.1.5.8;Social History;148
9.1.5.9;General Description/Testing Observations;149
9.1.5.10;Test Results and Interpretation;149
9.1.5.10.1;Intelligence;149
9.1.5.10.2;Academic Achievement;150
9.1.5.10.3;Social/Emotional/Behavioral Rating Scales;152
9.1.5.10.4;Clinical Interview;155
9.1.5.11;Summary;157
9.1.6;Summary of Key Points;157
9.1.7;Questions and Answers with the Expert: Linda Siegel;158
10;Chapter-6;160
10.1;Promising Practices;160
10.1.1;Functional Impairment;160
10.1.2;Defining Functional Impairment for Learning Disabilities;161
10.1.3;Differentiation of LD from “Slow Learner”;163
10.1.4;Differentiation of LD from Learning Differences;164
10.1.5;The Research Study: An Impairment Model;164
10.1.5.1;Results;167
10.1.6;Best Practice: An Integrated Model of LD Identification;175
10.1.7;Case Examples;179
10.1.7.1;Referral Question and Background;180
10.1.7.1.1;Referral Question;180
10.1.7.1.2;Family History;180
10.1.7.1.3;Developmental History;180
10.1.7.1.4;Educational History;181
10.1.7.1.5;Affect and Social Characteristics;181
10.1.8;Summary of Key Points;189
10.1.9;Questions and Answers with the Expert: Kenneth Kavale;190
11;Chapter-7;192
11.1;Comorbidity and Differential Diagnosis;192
11.1.1;Disorders and Conditions To Be Considered;193
11.1.2;Case Examples;199
11.1.2.1;Testing Observations;212
11.1.2.2;Test Results and Interpretation;212
11.1.3;Summary of Key Points;220
11.1.4;Questions and Answers with the Expert: Stefan C. Dombrowski;220
12;Appendix;224
12.1;Appendix A States’ Previous Discrepancy Models and Current Identification Models;224
12.2;Appendix B State Response to Intervention Models;235
12.3;Appendix C Links to Useful Websites;243
13;References;245
14;Index;259