Psycho-Educational Assessment of Specific Learning Disabilities: Views and Practices of Australian Psychologists and Guidance Counsellors

Autor/inn/en	Meteyard, John D.; Gilmore, Linda
Titel	Psycho-Educational Assessment of Specific Learning Disabilities: Views and Practices of Australian Psychologists and Guidance Counsellors
Quelle	In: Journal of Psychologists and Counsellors in Schools, 25 (2015), S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2014.19
Schlagwörter	Foreign Countries; Psychologists; School Counselors; Learning Disabilities; Psychoeducational Methods; Student Evaluation; Online Surveys; Theories; Response to Intervention; Intelligence Quotient; Phonological Awareness; Academic Achievement; Cognitive Ability; Neurological Impairments; Counselor Attitudes; Attitude Measures; Counseling Techniques; Australia + Suchen Sie Ihr Suchwort? Ausland; Psychologist; Psychologe; Psychologin; School counselor; Beratungslehrer; Pädagogischer Berater; Learning handicap; Lernbehinderung; Schulnote; Studentische Bewertung; Theory; Theorie; Intelligenzquotient; Schulleistung; Denkfähigkeit; Neurodegenerative Erkrankung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Australien
Abstract	This article reports an investigation of the views and practices of 203 Australian psychologists and guidance counsellors with respect to psycho-educational assessment of students with specific learning disabilities (SLDs). Results from an online survey indicated that practitioners draw upon a wide range of theoretical perspectives when conceptualising and identifying SLDs, including both response to intervention and IQ-achievement discrepancy models. Intelligence tests (particularly the Wechsler scales) are commonly employed, with the main stated reasons for their use being "traditional" perspectives (including IQ-achievement discrepancy based definitions of SLDs), to exclude a diagnosis of intellectual disability, and to guide further assessment and intervention. In contrast, participants reported using measures of academic achievement and tests of specific cognitive deficits known to predict SLDs (e.g., phonological awareness) relatively infrequently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01