Reasons and Rationales for Neuropsychological Tests in a Multitier System of School Services

Autor/inn/en	Schmitt, Ara J.; Wodrich, David L.
Titel	Reasons and Rationales for Neuropsychological Tests in a Multitier System of School Services
Quelle	In: Psychology in the Schools, 45 (2008) 9, S.826-837 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20329
Schlagwörter	Stellungnahme; Delivery Systems; Learning Problems; Student Behavior; Intervention; Psychologists; School Psychologists; Learning Disabilities; Testing; Standardized Tests; Special Education + Suchen Sie Ihr Suchwort? Auslieferung; Lernproblem; Student behaviour; Schülerverhalten; Psychologist; Psychologe; Psychologin; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologen; Schule; Learning handicap; Lernbehinderung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Many contemporary learning disabilities (LD) experts advocate a multitiered service delivery system. Included in this formulation is the obligation to deliver for each struggling student increasingly sophisticated and intensive services before special education is considered. For students who evidence failed response to intervention, an evaluation, suggested by some to comprise minimal cognitive and extensive achievement testing, typically ensues and helps to determine special education eligibility. We argue that neuropsychological tools are essential at this point in the process. In contrast to minimal standardized testing, use of these tools permits school psychologists to perform their most important mission--to understand, predict, and control (improve) student behavior and development by identifying learning syndromes, rather than discrete academic deficits. This article argues for neuropsychological tests as a way for school psychologists to recognize patterns of learning problems reported in the peer-reviewed literature, which in turn promotes effective planning and intervention. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10