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ERIC Number: EJ818233
Record Type: Journal
Publication Date: 2008-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-0033-3085
Reasons and Rationales for Neuropsychological Tests in a Multitier System of School Services
Schmitt, Ara J.; Wodrich, David L.
Psychology in the Schools, v45 n9 p826-837 Nov 2008
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.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A