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ERIC Number: EJ818230
Record Type: Journal
Publication Date: 2008-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0033-3085
Leading Educational Change Using a Neuropsychological Response-to-Intervention Approach: Linking Our Past, Present, and Future
Witsken, Deborah; Stoeckel, Amanda; D'Amato, Rik Carl
Psychology in the Schools, v45 n9 p781-798 Nov 2008
Neuropsychology may be described as the study of brain-behavior relationships (National Academy of Neuropsychology [NAN], 2001). Clinical neuropsychology represents the application of knowledge of the intricacies of these relationships to individual cases. Several authors have advocated for the application of neuropsychology to the public schools, a specialty some have called "school neuropsychology" (D'Amato, 1990; Hynd & Obrzut, 1981). This area of study represents the application of neuropsychological knowledge to help understand (a) childhood behavior, (b) individual student strengths and needs, (c) how students learn, and (d) how teaching can be linked to brain-based instructional practices (D'Amato, Fletcher-Janzen, & Reynolds, 2005b; Hale & Fiorello, 2004; Sousa, 2006). Since the term was initially introduced by Hynd and Obrzut, considerable debate has arisen regarding training, credentialing, and the professional identity of this specialty (Crespi & Cooke, 2003; Parrish, 2005; Pelletier, Hiemenz, & Shapiro, 2004). This article briefly reviews the history of neuropsychology applied to work with children, describes credentialing and training of professionals trained in both school psychology and neuropsychology, presents models of applying neuropsychology within the school setting, and outlines potential benefits of using a neuropsychologically based Response-to-Intervention model in the schools. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A