Effect of Cognitive Processing Assessments and Interventions on Academic Outcomes: Can 200 Studies Be Wrong?

Autor/in	Burns, Matthew K.
Titel	Effect of Cognitive Processing Assessments and Interventions on Academic Outcomes: Can 200 Studies Be Wrong?
Quelle	In: Communique, 44 (2016) 5, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Cognitive Processes; Response to Intervention; Outcomes of Education; Evidence Based Practice; Cognitive Measurement; Meta Analysis; Reading Improvement; Mathematics Skills; Program Effectiveness; Outcomes of Treatment; Executive Function; Academic Ability; Correlation + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Lernleistung; Schulerfolg; Meta-analysis; Metaanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation
Abstract	The current national implementation of response-to-intervention frameworks has intensified the debate regarding underlying causes of student deficits and how to best assess and intervene for them. If cognitive measures are useful to intervention planning, then experimental research should be able to demonstrate that use of cognitively focused interventions generate academic performance gains better than standard instructional practices that can be used in the absence of cognitive processing data (e.g., increasing corrective feedback, improving teacher clarity). Fortunately, there have been several recent meta-analyses regarding the role of cognitive measures to inform academic interventions. Burns et al. (in press) examined the effectiveness of using neuropsychological data to derive academic interventions; Kearns and Fuchs (2013) studied the effects of cognitively focused interventions on reading and math; Melby-Lervag and Hulme (2013) and Schwaighofer, Fischer, and Buhner (2015) studied the effects of working memory intervention on reading and mathematics; Scholin and Burns (2012) and Stuebing, Barth, Mofese, Weiss, and Fletcher (2009) correlated IQ with academic outcomes; and Stuebing et al. (2015) compared data from different cognitive measures to student response to intervention. The purpose of this article is to review the effects of these seven meta-analyses in order to synthesize the research literature on using cognitive assessments and interventions to improve academic outcomes for students. Over 200 studies synthesized in seven meta-analyses found a negligible to small effect for cognitive assessments and interventions on reading and mathematics performance improvements. The data from these 200 studies suggest that examining cognitive processing data does not improve intervention effectiveness, and doing so could distract attention from more effective interventions. School psychologists should consider a skill-by-treatment interaction rather than an aptitude-by-treatment interaction in which baseline measures of the skill are used to drive intervention. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01