Ecological neuropsychology: An alternative to the deficit model for conceptualizing and serving students with learning disabilities

Neuropsychology Review

Volumn 15, Issue 2, 2005, Pages 97-103

  D'Amato, Rik Carl ^a   Crepeau Hobson, Franci ^a   Huang, Leesa V ^b   Geil, Molly ^a  

^a UNIVERSITY OF NORTHERN COLORADO   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

Ecological neuropsychology; Learning disabilities; Medical model; Rehabilitation; Special education; Strength based models

Indexed keywords

EDUCATION; ENVIRONMENT; HUMAN; LEARNING; LEARNING DISORDER; NEUROPSYCHOLOGY; REVIEW; SCHOOL; STUDENT;

CHILD; ECOLOGY; EDUCATION, SPECIAL; HUMANS; LEARNING DISORDERS; NEUROPSYCHOLOGY; PSYCHOLOGY; SOCIAL ENVIRONMENT; STUDENTS; TEACHING;

EID: 26444436862     PISSN: 10407308     EISSN: 15736660     Source Type: Journal    
DOI: 10.1007/s11065-005-7092-5     Document Type: Review

References (60)

1. American Psychological Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th edn. - text revision, Author, Washington, DC.
2. Banks, J. A., and Banks, C. A. (eds.). (2001). Multicultural Education: Issues and Perspectives, Allyn & Bacon, Boston.
3. Bricklin, P. M., and Gallico, R. (1984). Learning disabilities and emotional disturbance: Critical issues in definition, assessment, and service delivery. J. Learn. Disabil. 3: 141-156.
4. Condeluci, A. (1994). Transition to employment. In: Savage, R. C., and Wolcott, G. F. (eds.), Educational Dimensions of Acquired Brain Injury, Pro-Ed, Austin, TX, pp. 519-542.
5. Conoley, J. C., and Gutkin, T. B. (1995). Why didn't-why doesn't school psychology realize its promise? J. Sch. Psychol. 33: 209-217.
6. Cortiella, C. (2003). The discrepancy dilemma: Congress ponders a better way to identify learning disabilities. Retrieved June 4, 2004, from http://schwablearning.org/articles.asp?r=703.
7. D'Amato, R. C. (1990). A neuropsychological approach to school psychology. Sch. Psychol. Q. 5: 141-160.
8. D'Amato, R. C., and Dean, R. S. (1987). Psychological assessment reports, individual education plans, and daily lesson plans: Are they related? Prof. Sch. Psychol. 2: 93-101.
9. D'Amato, R. C., and Dean, R. S. (1989). The School Psychologist in Nontraditional Settings: Integrating Clients, Services, and Settings, Lawrence Erlbaum Associates, Hillsdale, NJ.
10. D'Amato, R. C., Dean, R. S., Rattan, G., and Nickell, K. (1988). A study of psychological referrals for learning disabled children. J. Psychoeduc. Assess. 6: 118-124.
11. D'Amato, R. C., Dean, R. S., and Rhodes, R. L. (1998). Subtyping children's learning disabilities with neuropsychological, intellectual, and achievement measures. Int. J. Neurosci. 96: 107-125.
12. D'Amato, R. C., Fletcher-Janzen, E., and Reynolds, C. (eds.). (2005). The Handbook of School Neuropsychology, Wiley, New York.
13. D'Amato, R. C., and Rothlisberg, B. A. (1996). How education should respond to students with traumatic brain injury. J. Learn. Disabil. 6: 670-683.
14. D'Amato, R. C., Rothlisberg, B. A., and Leu Work, P. H. (1999). Neuropsychological assessment for intervention. In: Reynolds, C. R., and Gutkin, T. B. (eds.), The Handbook of School Psychology, 3rd edn., Wiley, New York, pp. 452-475.
15. D'Amato, R. C., Rothlisberg, B. A., and Rhodes, R. L. (1997). Utilizing a neuropsychological paradigm for understanding common educational and psychological tests. In: Reynolds, C. R., and Fletcher-Janzen, E. (eds.), Handbook of Clinical Child Neuropsychology, 2nd edn., Plenum Press, New York, pp. 270-295.
16. Donovan, M. S., and Cross, C. T. (2002). Minorities in Special and Gifted Education, National Academy Press, Washington, DC.
17. Dwyer, K. P. (1987). School psychology assessment. In: Kavale, K. A., Forness, S. R., and Bender, M. (eds.), Handbook of Learning Disabilities: Dimensions and Diagnosis, Vol. 1, Little, Brown Company, Boston, MA, pp. 325-348.
18. Epps, S., and Tindal, G. (1987). The effectiveness of differential programming in serving students with mild handicaps: Placement options and instructional programming. In: Wang, M. C., Reynolds, M., and Walberg, H. J. (eds.), Handbook of Special Education: Research & Practice, vol. 1, Pergamon, New York, pp. 213-248.
19. Federal Register (December 2004). Reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA - PL 108-446).
20. Fuchs, D., Mock, D., Morgan, P., and Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learn. Disabil. Res. Pract. 18(3): 157-171.
21. Gaddes, W. H., and Edgell, D. (1994). Learning Disabilities and Brain Function: A Neuropsychological Approach, Springer-Verlag, New York.
22. Gilger, J. W., and Kaplan, B. J. (2001). Atypical brain development: A conceptual framework for understanding developmental learning disabilities. Dev. Neuropsychol. 20(2): 465-481.
23. Gutkin, T. B., and Reynolds, C. R. (1999). The Handbook of School Psychology, 3rd edn., John Wiley & Sons, New York.
24. Hallahan, D. P., and Kauffman, J. M. (1991). Exceptional Children, Prentice Hall, Englewood Cliffs, NJ.
25. Hartlage, L. C., and Telzrow, C. F. (1983). The neuropsychological basis of educational intervention. J. Learn. Disabil. 1(5): 521-528.
26. Huebner, E. S., and Gilman, R. (2003). Toward a focus on positive psychology in school psychology. Sch. Psychol. Q. 18(2): 99-102.
27. Hess, R. S., and D'Amato, R. C. (1998). Assessment of memory, learning, and special aptitudes. In Reynolds, C. R. (Ed.), Volume 3: Assessment. In: Bellack, A. S. and Hersen, M. (edu.), Comprehensive Clinical Psychology Encyclopedia (pp. 239-265). Pergamon-Elsevier Science, Oxford, England.
28. Hynd, G. W., and Willis, W. G. (1988). Pediatric Neuropsychology, Grune & Stratton, Florida.
29. Kavale, K. (1990). Effectiveness of special education. In: Gutkin, R. B., and Reynolds, C. R. (eds.), The Handbook of School Psychology, Wiley, New York, pp. 868-898.
30. Kavale, K. A., Forness, S. R., and Bender, M. (1987). Handbook of Learning Disabilities, College-Hill Press, Boston, MA.
31. Leu, P. W., and D'Amato, R. C. (1994). Right Child, Wrong Teacher: Using an Ecological Assessment for Intervention. Paper presented at the 26th annual meeting of the National Association of School Psychologists, Seattle, WA.
32. Long, C. J., and Ross, L. K. (1992). Handbook of Head Trauma: Acute Care to Recovery, Plenum, New York.
33. Luria, A. R. (1973). The Working Brain, Penguin Books, Harmonds-Worth.
34. MacMann, G. M., and Barnett, D. W. (1999). Diagnostic decision making in school psychology: Understanding and coping with uncertainty. In: Reynolds, C. R., and Gutkin, T. B. (eds.), The Handbook of School Psychology, 3rd edn., Wiley, New York, pp. 519-548.
35. Martens, B. K. (1992). The difference between a good theory and a good treatment is a matter of degree. Sch. Psychol. Q. 1: 104-107.
36. Meyers, J. (2002). Reflections on the futures conference from the perspective of a school psychology educator. Retrieved June 5, 2004, from http://www.indiana.edu/futures~/reflections_meyer.ppt.
37. Nell, V., and Boer, C. (1988). Co-constructing a workable reality: The use of clinical neuropsychology. Fam. Syst. Med. 6(1): 40-50.
38. Parks, R. W., Levine, D. S., Long, D. L. (1998). Fundamentals of Neural Network Modeling: Neuropsychology and Cognitive Neuroscience, MIT Press, Cambridge, MA.
39. Phares, E. J. (1992). Clinical Psychology: Concepts, Methods, and Profession, 4th edn., Brooks/Cole, Pacific Grove, CA.
40. Phelps, L., Brown, R. T., and Power, T. J. (2002). Pediatric Psychopharmacology: Combining Medical and Psychosocial Interventions, American Psychological Association, Washington, DC.
41. Puente, A. E., and McCaffrey, R. J., III (eds.). (1992). Handbook of Neuropsychological Assessment: A Biopsychosocial Perspective, Plenum, New York.
42. Reynolds, C. R., and Fletcher-Janzen, E. (1997). The Handbook of Clinical Child Neuropsychology, 2nd edn., Plenum, New York.
43. Reynolds, C. R., Gutkin, T. B., Elliot, S. N., and Witt, J. C. (1984). School Psychology: Essentials of Theory and Practice, John Wiley & Sons, New York.
44. Riccio, C. A., Hynd, G. W., and Cohen, M. J. (1993). Neuropsychology in the schools: Does it belong? Sch. Psychol. Int. 14: 291-315.
45. Rothlisberg, B. A., D'Amato, R. C., and Palencia, B. N. (2003). Assessment of children for intervention planning following traumatic brain injury. In: Reynolds, C. R., and Kamphaus, R. W. (eds.), Handbook of Psychological and Educational Assessment of Children: Personality, Behavior and Content, 2nd edn., Guilford, New York.
46. Rourke, B. P. (eds.). (1985). Neuropsychology of Learning Disorders: Essential of Subtype Analysis, Guilford, New York.
47. Safran, S. P., Safran, J. S., and Rich, C. E. (1991). Special education classification and program success: Is there a relationship? Psychol. Sch. 24: 340-345.
48. Sattler, J. M. (2002). Assessment of Children: Behavioral and Clinical Applications, 4th edn., J. M. Sattler, Publisher, Inc., San Diego, CA.
49. Sattler, J. M., and D'Amato, R. C. (2002). Brain injuries: Theory and rehabilitation programs. In: Sattler, J. M. (eds.), Assessment of Children, 4th edn., J. M. Sattler, Publisher, Inc., San Diego, CA.
50. Shaywitz, W. S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at any Level, Knopf; Random House, New York, NY.
51. Sheridan, S. M., and D'Amato, R. C. (2003). Partnering to chart our futures: School Psychology Review and School Psychology Quarterly combined issue on the multisite conference on the future of school psychology. Sch. Psychol. Q. 18(4): 352-357.
52. Sheridan, S. M., and Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing oui' paradigm for the 21st Century. Sch. Psychol. Rev. 29(4): 485-501.
53. Stoner, G., and Green, S. K. (1992). Reconsidering the scientist-practitioner model for school psychology practice. Sch. Psychol. Rev. 2(1): 155-166.
54. Traughber, M. C., and D'Amato, R. C. (2005). Integrating evidence-based neuropsychological services into school settings: Issues and challenges for the future. In: D'Amato, R. C., Fletcher-Janzen, E., and Reynolds, C. R. (eds.), The Handbook of School Neuropsychology (pp. 827-857). New York, Wiley.
55. U.S. Department of Education. (2000). 22nd Annual report to Congress on the implementation of the individuals with disabilities education act. Retrieved December 21, 2001, from http://www.ed.gov/offices/OSERS/OSEP/Products/ OSEP2000AnlRpt/.
56. Vaughn, S., and Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learn. Disabil. Res. Pract. 18(3): 137-146.
57. Work, L. P., and Hee-Sook, C. (2005). Developing classroom and group intervention programs based on neuropsychological principles. In: D'Amato, R. C., Fletcher-Janzen, E., and Reynolds, C. R. (eds.), The Handbook of School Neuropsychology, Wiley, New York, pp. 663-683.
58. Ysseldyke, J. E. (1987). Classification of handicapped students. In: Wang, M. C., Reynolds, M., and Walberg, H. J. (eds.), Handbook of Special Education: Research & Practice, vol. 1, Pergamon, New York, pp. 253-271.
59. Ysseldyke, J. E., Christenson, S. L., Thurlow, M. L., and Bakewell, D. (1989). Are different kinds of instructional tasks used by different categories of students in different settings? Sch. Psychol. Rev. 18: 98-111.
60. Ysseldyke, J. E., Reynolds, M. C., and Weinberg, R. A. (1984). School Psychology: A Blueprint for Training and Practice. National School Psychology In-Service Training Network, Minneapolis, MN.