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.- Appendix A. States' Previous Discrepancy Models and Current Identification Models.- Appendix B. States' Response to Intervention Models.- Appendix C. Links to Useful Websites.
Über den Autor
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.
Presents a critical review of the strengths and shortcomings of various assessment methods and provides practical information for applied settings
Provides the reader with original research, in the use of an academic impairment approach to LD diagnosis
Identifies LD as a timely issue among education professionals in light of the recent reauthorization of IDEIA
Devotes an entire chapter is to RTI models