Yes...it is about my preferred theory and approach to cognitive assessment - the Cattell-Horn-Carroll (CHC) theory of cognitive abilities. The beauty of Fiorello and Primerano's article is that it provides, IMHO, the most succinct and understandable synthesis of the state-of-the art of CHC research as it relates to school achievement and the viability of CHC-driven assessments in the context of the changing role of cognitive assessment in special education.
Kudos to Fiorello and Primerano. I know that Cathy is regular reader of this blog...maybe she might be willing to post a comment with her email and folks might be able to request copies somehow :) Sorry Cathy....I couldn't resist applying some subtle pressure.
Two thumbs up from me-----ok.....no comments from the anonymous peanut gallery about how I can type with my two thumbs in the air!
Fiorello, C. A. & Primerano, D (2005). Research into practice: Cattell-Horn-Carroll Cognitive Assessment in Practice: Eligibility and Program Development Issues, Psychology in the Schools, 42(5), 525-536.
Abstract
- In this article we explore the application of Cattell-Horn-Carroll (CHC)-based cognitive assessment to school psychology practice. We review the theoretical literature to address both identification practices, with a focus on learning disabilities and mental retardation eligibility, and program development, with a focus on linking assessment to intervention design. We present case studies that illustrate the application of CHC-based cognitive assessment to identification and intervention development.
Concluding statement
- "School psychology practice should occur in the context of research findings. This places a great burden on practitioners to stay current in the research literature. However, the burden also falls on researchers to ensure that our research addresses issues pertinent to practice in the real world. Based on our current state of knowledge, we recommend that practitioners use CHC theory when interpreting assessment findings. Although learning disabilities identification is in a state of flux, when using a clinical model for evaluation, research findings on the links between cognitive abilities and achievement should always be kept in mind. Evaluations serve two purposes, diagnosis/classification and recommendations for intervention. CHC-based assessments can provide information relevant for both identification and programming."
