School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations

2010 ◽  
Vol 47 (3) ◽  
pp. 230-245 ◽  
Author(s):  
Greg R. Machek ◽  
Jason M. Nelson
Keyword(s):  
Response To Intervention ◽  
School Psychologists ◽  
Reading Disabilities ◽  
Cognitive Assessment

School Psychologists' Perspectives on Learning Disabilities and Response to Intervention

2007 ◽  
Author(s):  
Linda C. Caterino ◽  
Tiffany A. Kong ◽  
Morgan M. Hall ◽  
Kristina A. Zeller ◽  
Megan L. Randall ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Response To Intervention ◽  
School Psychologists

scholarly journals Teachers’ ratings of the informativeness and usefulness of cognitive assessment reports: Does dynamic assessment make a difference?

2014 ◽  
Vol 46 (1) ◽  
pp. 118-144
Author(s):  
Ivana Vulic ◽  
Ana Altaras-Dimitrijevic ◽  
Zorana Jolic-Marjanovic
Keyword(s):  
School Readiness ◽  
School Psychologists ◽  
Cognitive Assessment ◽  
Dynamic Assessment ◽  
Empirical Support ◽  
Cognitive Problem ◽  
Positive Effect ◽  
Preliminary Phase ◽  
Very High ◽  
Assessment Reports

Dynamic assessment is presumed to reveal specific difficulties in cognitive problem solving and determine the kinds of support which may aid in overcoming them. In the present study we examined whether these additional data provided by dynamic assessment contribute to the informativeness and usefulness of assessment reports, as rated by teachers. In the preliminary phase, nine preschoolers were tested with the adapted Serbian WISC, containing an additional block of dynamic assessment. In the main phase, two groups of elementary teachers (Nstat= 41, Ndyn= 44) rated the informativeness, usefulness, and clarity of reports based on either static, or static+dynamic assessment of three children from the preliminary sample. The results indicate a significant positive effect of dynamic assessment on teachers? ratings of the informativeness of reports (particularly regarding the child?s reactions to adult scuffolding) and their combined ratings of several aspects of the reports? usefulness. The reports did not differ with respect to clarity, and their informativeness and usefulness were generally rated very high. The findings thus provide empirical support for the proposed advantages of dynamic assessment, encourage its use in assessing school readiness, and urge school psychologists to regularly inform teachers on their observations from both static and dynamic cognitive assessment.

Examining School Psychologists' and Teachers' Application of Approaches Within a Response to Intervention Framework

2014 ◽  
Vol 22 (3) ◽  
pp. 129-140 ◽  
Author(s):  
Rebecca K. Vujnovic ◽  
Gregory A. Fabiano ◽  
Karen L. Morris ◽  
Kelly Norman ◽  
Charles Hallmark ◽  
...  
Keyword(s):  
Response To Intervention ◽  
School Psychologists

The Consistency of Expectations: An Analysis of Learning Objectives Within Cognitive Assessment Course Syllabi

2020 ◽  
pp. 009862832096524
Author(s):  
Emily C. Bumpus ◽  
Megan H. Vinco ◽  
Kayla B. Lee ◽  
Jenilee F. Accurso ◽  
Scott L. Graves
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Cognitive Assessment ◽  
American Psychological Association ◽  
Bloom's Taxonomy ◽  
The United States ◽  
Learning Objectives ◽  
Content Standards ◽  
Bloom’S Taxonomy ◽  
Wide Range

Background: The course on cognitive assessment is mandatory for all school psychology programs. However, there have been no published studies that have explored learning objectives for this course. Objective: The purpose of this study is to examine content covered and complexity of learning objectives in the cognitive assessment course. Method: Five raters coded 90 syllabi from school psychology cognitive assessment courses across the United States on a sample of six American Psychological Association assessment-related standards and on complexity using the six Bloom’s Taxonomy levels. Results: The majority of objectives were addressing lower levels of complexity as measured by Bloom’s Taxonomy with few syllabi including learning objectives addressing a wide range of levels. Based on the analysis of objectives by the sample of Standards, learning objectives most frequently addressed administration accuracy and test selection, whereas integrating results and linking to recommendations were often missing. Conclusion: The learning objectives included in syllabi ranged in quantity, complexity, and content but focused on lower complexity skills. Learning objectives in cognitive assessment courses do not reflect the diverse assessment-related practice demands of school psychologists. Teaching Implications: To align training with future practice, instructors are advised to review learning objectives with attention to complexity and content standards.

Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities

2006 ◽  
Vol 39 (2) ◽  
pp. 157-169 ◽  
Author(s):  
Frank R. Vellutino ◽  
Donna M. Scanlon ◽  
Sheila Small ◽  
Diane P. Fanuele
Keyword(s):  
Response To Intervention ◽  
Reading Disabilities

scholarly journals EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION

2013 ◽  
Vol 50 (3) ◽  
pp. 272-289 ◽  
Author(s):  
Christopher H. Skinner ◽  
Daniel F. Mccleary ◽  
Gary L. Skolits ◽  
Brian C. Poncy ◽  
Gary L. Cates
Keyword(s):  
Response To Intervention ◽  
School Psychologists ◽  
Evidence Base
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