Neuropsychology and learning disabilities

In the states there is a spirited discussion regarding the role of traditional cognitive assessment in the identification of learning disabilities. Those who conduct research and practice in the field of neuropsychology typically advocate for the continued use of state-of-the-art cognitive/neuropsychology measures grounded in contemporary research and theory.

For those wanting to get a flavor of this positition, there was a nice and brief overview article recently published in the Journal of Learning Disabilities. Below is the abstract and a link to a copy of the article. Happy reading.

SemrudClikeman, M. (2005). Neuropsychological aspects for evaluating learning disabilities. Journal of Learning Disabilities, 38(6), 563-568.

Article link

Abstract

• This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement.

Technorati tags: learning disabilities. neuropsychology. psychology. intelligence. cognition. education. educational psychology. iq testing. brain. neuroscience.