Clinical Reasoning in the Assessment and Intervention Planning for Writing Disorder

Autor/inn/en	Harrison, Gina L.; McManus, Kelly L.
Titel	Clinical Reasoning in the Assessment and Intervention Planning for Writing Disorder
Quelle	In: Canadian Journal of School Psychology, 32 (2017) 1, S.73-86 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516658997
Schlagwörter	Writing Difficulties; Intervention; Evaluation Methods; Planning; Adolescents; Decision Making; Learning Disabilities; Cognitive Ability; Children; Intelligence Tests; Achievement Tests; Child Behavior; Rating Scales; Grade 7; Wechsler Intelligence Scale for Children; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Schreibstörung; Ablaufplanung; Planungsprozess; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Decision-making; Entscheidungsfindung; Learning handicap; Lernbehinderung; Denkfähigkeit; Child; Kind; Kinder; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; School year 07; 7. Schuljahr; Schuljahr 07; WIAT; Eignungsprüfung; Eignungstest
Abstract	The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes of writing disorder through assessment guided by data-driven decision making may alleviate this disparity for students with writing disorders. The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for a child with a writing disorder. The reader will be guided through the authors' conceptualization of this case reflecting a recursive problem-solving approach to assessment "for" intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01