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.
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.
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