메뉴 건너뛰기




Volumn 1, Issue , 2010, Pages 213-232

Neuropsychology in school psychology

Author keywords

[No Author keywords available]

Indexed keywords


EID: 79952541304     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (9)

References (75)
  • 1
    • 55549127694 scopus 로고    scopus 로고
    • Neuropsychology of autism and response to intervention models
    • Allen, R., Robins, D., & Decker, S. L. (2008). Neuropsychology of autism and response to intervention models. Psychology in the Schools, 45, 905-917
    • (2008) Psychology in the Schools , vol.45 , pp. 905-917
    • Allen, R.1    Robins, D.2    Decker, S.L.3
  • 2
    • 0030638716 scopus 로고    scopus 로고
    • Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD
    • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94
    • (1997) Psychological Bulletin , vol.121 , pp. 65-94
    • Barkley, R.A.1
  • 3
    • 3543061068 scopus 로고    scopus 로고
    • Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity
    • Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79
    • (2004) The Journal of Special Education , vol.38 , pp. 66-79
    • Barnett, D.W.1    Daly, E.J.2    Jones, K.M.3    Lentz, F.E.4
  • 4
    • 27344434591 scopus 로고    scopus 로고
    • Test review: Wechsler intelligence scale for children-fourth edition (WISC-IV)
    • Baron, I. S. (2005). Test review: Wechsler intelligence scale for children-fourth edition (WISC-IV). Child Neuropsychology, 11, 471-475
    • (2005) Child Neuropsychology , vol.11 , pp. 471-475
    • Baron, I.S.1
  • 5
    • 33748977426 scopus 로고    scopus 로고
    • Research-supported ideas for implementing reauthorized IDEA with intelligent professional psychological services
    • Berninger, V. W. (2006). Research-supported ideas for implementing reauthorized IDEA with intelligent professional psychological services. Psychology in the Schools, 43, 781-796
    • (2006) Psychology in the Schools , vol.43 , pp. 781-796
    • Berninger, V.W.1
  • 6
    • 0034794942 scopus 로고    scopus 로고
    • Differential effects of left and right cerebral vascular accidents on language competency
    • Bryan, K. L., & Hale, J. B. (2001). Differential effects of left and right cerebral vascular accidents on language competency. Journal of the International Neuropsychological Society, 7, 655-664
    • (2001) Journal of the International Neuropsychological Society , vol.7 , pp. 655-664
    • Bryan, K.L.1    Hale, J.B.2
  • 7
    • 0037048693 scopus 로고    scopus 로고
    • Developmental trajectories of brain volume abnormalities in children and adolescents with attention-defi cit/hyperactivity disorder
    • Castellanos, F. X., Lee, P. P., Sharp, W., Jeffries, N. O., Greenstein, D. K., Clasen, L. S., et al. (2002). Developmental trajectories of brain volume abnormalities in children and adolescents with attention-defi cit/hyperactivity disorder. Journal of the American Medical Association, 288, 1740-1748
    • (2002) Journal of the American Medical Association , vol.288 , pp. 1740-1748
    • Castellanos, F.X.1    Lee, P.P.2    Sharp, W.3    Jeffries, N.O.4    Greenstein, D.K.5    Clasen, L.S.6
  • 8
    • 85071774616 scopus 로고    scopus 로고
    • Neurological and psychological issues for learners with seizures
    • In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.). Hoboken, NJ: John Wiley & Sons
    • Clark, E., & Christiansen, E. (2005). Neurological and psychological issues for learners with seizures. In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.), Handbook of school neuropsychology. Hoboken, NJ: John Wiley & Sons
    • (2005) Handbook of school neuropsychology
    • Clark, E.1    Christiansen, E.2
  • 9
    • 33646010678 scopus 로고    scopus 로고
    • The neuropsychological basis of childhood psychopathology
    • Davis, A. S. (2006). The neuropsychological basis of childhood psychopathology. Psychology in the Schools, 43, 503-512
    • (2006) Psychology in the Schools , vol.43 , pp. 503-512
    • Davis, A.S.1
  • 10
    • 84990357516 scopus 로고    scopus 로고
    • Intervention psychometrics: Using norm-referenced methods for treatment planning and monitoring
    • Decker, S. L. (2008). Intervention psychometrics: Using norm-referenced methods for treatment planning and monitoring. Assessment for Effective Interventions, 34, 52-61
    • (2008) Assessment for Effective Interventions , vol.34 , pp. 52-61
    • Decker, S.L.1
  • 11
    • 0006038716 scopus 로고
    • Colorado twin study of reading disability
    • In D. B. Gray & J. F. Kavanaugh (Eds.). Parkton, MD: York Press
    • Decker, S. N., & Vanderberg, S. G. (1985). Colorado twin study of reading disability. In D. B. Gray & J. F. Kavanaugh (Eds.), Biobehavioral measures of dyslexia. Parkton, MD: York Press
    • (1985) Biobehavioral measures of dyslexia
    • Decker, S.N.1    Vanderberg, S.G.2
  • 12
    • 34250689007 scopus 로고    scopus 로고
    • Interpreting intelligence test results for children with disabilities: Is global intelligence relevant?
    • Fiorello, C. A., Hale, J. B., Holdnack, J. A., Kavanagh, J. A., Terrell, J., & Long, L. (2007). Interpreting intelligence test results for children with disabilities: Is global intelligence relevant? Applied Neuropsychology, 14, 2-12
    • (2007) Applied Neuropsychology , vol.14 , pp. 2-12
    • Fiorello, C.A.1    Hale, J.B.2    Holdnack, J.A.3    Kavanagh, J.A.4    Terrell, J.5    Long, L.6
  • 14
    • 33750531216 scopus 로고    scopus 로고
    • Cognitive hypothesis testing and response to intervention for children with reading disabilities
    • Fiorello, C. A., Hale, J. B., & Snyder, L. E. (2006). Cognitive hypothesis testing and response to intervention for children with reading disabilities. Psychology in the Schools, 43(8), 835-853
    • (2006) Psychology in the Schools , vol.43 , Issue.8 , pp. 835-853
    • Fiorello, C.A.1    Hale, J.B.2    Snyder, L.E.3
  • 15
    • 55549109519 scopus 로고    scopus 로고
    • Validating individual differences through examination of converging psychometric and neuropsychological models of cognitive functioning
    • In S. K. Thurman & C. A. Fiorello (Eds.). New York: Routledge
    • Fiorello, C. A., Hale, J. B., Snyder, L. E., Forrest, E., & Teodori, A. (2008). Validating individual differences through examination of converging psychometric and neuropsychological models of cognitive functioning. In S. K. Thurman & C. A. Fiorello (Eds.), Applied Cognitive Research in K-3 Classrooms. New York: Routledge
    • (2008) Applied Cognitive Research in K-3 Classrooms
    • Fiorello, C.A.1    Hale, J.B.2    Snyder, L.E.3    Forrest, E.4    Teodori, A.5
  • 17
    • 84886650633 scopus 로고    scopus 로고
    • Response to Intervention (RTI) and cognitive testing approaches provide different but complementary data sources that inform SLD identifi cation
    • Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2008). Response to Intervention (RTI) and cognitive testing approaches provide different but complementary data sources that inform SLD identifi cation. Communiqué, 36, 16-17
    • (2008) Communiqué , vol.36 , pp. 16-17
    • Flanagan, D.P.1    Ortiz, S.O.2    Alfonso, V.C.3
  • 18
    • 33748984796 scopus 로고    scopus 로고
    • Integration of response to intervention and norm-referenced tests in learning disability identifi cation: Learning from the tower of Babel
    • Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Dynda, A. M. (2006). Integration of response to intervention and norm-referenced tests in learning disability identifi cation: Learning from the tower of Babel. Psychology in the Schools, 43(7), 807-825
    • (2006) Psychology in the Schools , vol.43 , Issue.7 , pp. 807-825
    • Flanagan, D.P.1    Ortiz, S.O.2    Alfonso, V.C.3    Dynda, A.M.4
  • 19
    • 55549091836 scopus 로고    scopus 로고
    • The school neuropsychological examination
    • In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.) Hoboken, NJ: Wiley
    • Fletcher-Janzen, E. (2005). The school neuropsychological examination. In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.), Handbook of school neuropsychology (pp. 172-212). Hoboken, NJ: Wiley
    • (2005) Handbook of school neuropsychology , pp. 172-212
    • Fletcher-Janzen, E.1
  • 20
    • 0346478709 scopus 로고    scopus 로고
    • Developmental delay versus defi cit models of reading disability: A longitudinal, individual growth curve analysis
    • Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental delay versus defi cit models of reading disability: A longitudinal, individual growth curve analysis. Journal of Educational Psychology, 88, 3-17
    • (1996) Journal of Educational Psychology , vol.88 , pp. 3-17
    • Francis, D.J.1    Shaywitz, S.E.2    Stuebing, K.K.3    Shaywitz, B.A.4    Fletcher, J.M.5
  • 21
    • 3242661303 scopus 로고    scopus 로고
    • Assessing intervention responsiveness: Conceptual and technical issues
    • Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning and Disability Research & Practice, 18, 172-186
    • (2003) Learning and Disability Research & Practice , vol.18 , pp. 172-186
    • Fuchs, L.S.1
  • 22
    • 41149166982 scopus 로고    scopus 로고
    • What we need to know about responsiveness to intervention (and shouldn't be afraid to ask)
    • Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research & Practice, 22, 129-136
    • (2007) Learning Disabilities Research & Practice , vol.22 , pp. 129-136
    • Fuchs, D.1    Deshler, D.D.2
  • 24
    • 28444476955 scopus 로고    scopus 로고
    • Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities
    • Gerber, M. M. (2005). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities, 38, 516-523
    • (2005) Journal of Learning Disabilities , vol.38 , pp. 516-523
    • Gerber, M.M.1
  • 25
  • 27
    • 33644603021 scopus 로고    scopus 로고
    • Comprehensive evaluation of learning disabilities: A response to intervention perspective
    • Gresham, F. M., Reschly, D. J., Tilly, D. W., Fletcher, J., Burns, M., Crist, T., et al. (2005). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist, 59(1), 26-29
    • (2005) The School Psychologist , vol.59 , Issue.1 , pp. 26-29
    • Gresham, F.M.1    Reschly, D.J.2    Tilly, D.W.3    Fletcher, J.4    Burns, M.5    Crist, T.6
  • 28
    • 42549083264 scopus 로고    scopus 로고
    • Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods
    • Hale, J. B. (2006). Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research and Practice, 1, 16-27
    • (2006) School Psychology Forum: Research and Practice , vol.1 , pp. 16-27
    • Hale, J.B.1
  • 30
    • 33748976604 scopus 로고    scopus 로고
    • Determining medication treatment effects using teacher ratings and classroom observations of children with ADHD: Does neuropsychological impairment matter?
    • Hale, J. B., Fiorello, C. A., & Brown, L. (2005). Determining medication treatment effects using teacher ratings and classroom observations of children with ADHD: Does neuropsychological impairment matter? Educational and Child Psychology, 22, 39-61
    • (2005) Educational and Child Psychology , vol.22 , pp. 39-61
    • Hale, J.B.1    Fiorello, C.A.2    Brown, L.3
  • 32
    • 55549122088 scopus 로고    scopus 로고
    • WISC-IV assessment and intervention strategies for children with specifi c learning disabilities
    • In A. Prifi tera, D. H. Saklofske, & L. G. Weiss (Eds.),2nd ed, New York: Elsevier Science
    • Hale, J. B., Fiorello, C. A., Miller, J. A., Wenrich, K., Teodori, A. M., & Henzel, J. (2008). WISC-IV assessment and intervention strategies for children with specifi c learning disabilities. In A. Prifi tera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical use and interpretation: Scientist-practitioner perspectives (2nd ed, pp. 111-171). New York: Elsevier Science
    • (2008) WISC-IV clinical use and interpretation: Scientist-practitioner perspectives , pp. 111-171
    • Hale, J.B.1    Fiorello, C.A.2    Miller, J.A.3    Wenrich, K.4    Teodori, A.M.5    Henzel, J.6
  • 34
    • 33748973735 scopus 로고    scopus 로고
    • Implementation of IDEA: Integrating response to intervention and cognitive assessment methods
    • Hale, J. B., Kaufman, A. S., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753-770
    • (2006) Psychology in the Schools , vol.43 , pp. 753-770
    • Hale, J.B.1    Kaufman, A.S.2    Naglieri, J.A.3    Kavale, K.A.4
  • 35
    • 0000693656 scopus 로고    scopus 로고
    • Developmental neuropsychological assessment
    • In K. O. Yeates, M. D. Ris, & H. G. Taylor (Eds.) New York: Guilford
    • Holmes-Bernstein, J. (2000). Developmental neuropsychological assessment. In K. O. Yeates, M. D. Ris, & H. G. Taylor (Eds.), Pediatric neuropsychology: Research, theory, and practice (pp. 405-438). New York: Guilford
    • (2000) Pediatric neuropsychology: Research, theory, and practice , pp. 405-438
    • Holmes-Bernstein, J.1
  • 36
    • 55549093210 scopus 로고    scopus 로고
    • School neuropsychology: The evolution of a specialty in school psychology
    • In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.) Hoboken, NJ: Wiley
    • Hynd, G. W., & Reynolds, C. R. (2005). School neuropsychology: The evolution of a specialty in school psychology. In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.), Handbook of school neuropsychology (pp. 3-14). Hoboken, NJ: Wiley
    • (2005) Handbook of school neuropsychology , pp. 3-14
    • Hynd, G.W.1    Reynolds, C.R.2
  • 39
    • 0002131549 scopus 로고
    • A process approach to neuropsychological assessment
    • In T. Boll & B. K. Bryant (Eds.) Washington, DC: American Psychological Association
    • Kaplan, E. (1988). A process approach to neuropsychological assessment. In T. Boll & B. K. Bryant (Eds.), Clinical neuropsychology and brain function: Research, measurement, and practice (pp. 129-231). Washington, DC: American Psychological Association
    • (1988) Clinical neuropsychology and brain function: Research, measurement, and practice , pp. 129-231
    • Kaplan, E.1
  • 41
    • 33745310348 scopus 로고    scopus 로고
    • Responsiveness to intervention and the identifi cation of specifi c learning disability: A critique and alternative proposal
    • Kavale, K. A., Holdnack, J. A., & Mostert, M. P. (2006). Responsiveness to intervention and the identifi cation of specifi c learning disability: A critique and alternative proposal. Learning and Disability Research & Practice, 29, 113-127
    • (2006) Learning and Disability Research & Practice , vol.29 , pp. 113-127
    • Kavale, K.A.1    Holdnack, J.A.2    Mostert, M.P.3
  • 44
  • 45
    • 32844459516 scopus 로고    scopus 로고
    • Specifi c learning disabilities: Clarifying, not eliminating, a construct
    • Mather, N., & Gregg, N. (2006). Specifi c learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 37, 99-106
    • (2006) Professional Psychology: Research and Practice , vol.37 , pp. 99-106
    • Mather, N.1    Gregg, N.2
  • 46
    • 33748966263 scopus 로고    scopus 로고
    • Introduction to the special issue, part one: It's about the what, the how well, and the why
    • Mather, N., & Kaufman, N. (2006). Introduction to the special issue, part one: It's about the what, the how well, and the why. Psychology in the Schools, 43, 747-752
    • (2006) Psychology in the Schools , vol.43 , pp. 747-752
    • Mather, N.1    Kaufman, N.2
  • 47
    • 11444261966 scopus 로고    scopus 로고
    • Similarities and differences in WISC-III profi les: Support for subtest analysis in clinical referrals
    • Mayes, S. D., & Calhoun, S. L. (2004). Similarities and differences in WISC-III profi les: Support for subtest analysis in clinical referrals. Clinical Neuropsychologist, 18, 559-572
    • (2004) Clinical Neuropsychologist , vol.18 , pp. 559-572
    • Mayes, S.D.1    Calhoun, S.L.2
  • 48
    • 31644448695 scopus 로고    scopus 로고
    • WISC-IV and WISC-III profi les in children with ADHD
    • Mayes, S. D., & Calhoun, S. L. (2006). WISC-IV and WISC-III profi les in children with ADHD. Journal of Attention Disorders, 9, 486-493
    • (2006) Journal of Attention Disorders , vol.9 , pp. 486-493
    • Mayes, S.D.1    Calhoun, S.L.2
  • 49
    • 0032327251 scopus 로고    scopus 로고
    • WISC-III profi les for children with and without learning disabilities
    • Mayes, S. D., Calhoun, S. L., & Crowell, E. W. (1998). WISC-III profi les for children with and without learning disabilities. Psychology in the Schools, 35, 309-316
    • (1998) Psychology in the Schools , vol.35 , pp. 309-316
    • Mayes, S.D.1    Calhoun, S.L.2    Crowell, E.W.3
  • 52
    • 55549094194 scopus 로고    scopus 로고
    • Response to intervention (RTI): Is it a scientifi cally proven method?
    • Naglieri, J. A., & Crockett, D. P. (2005). Response to intervention (RTI): Is it a scientifi cally proven method? Communiqué, 34, 38-39
    • (2005) Communiqué , vol.34 , pp. 38-39
    • Naglieri, J.A.1    Crockett, D.P.2
  • 53
    • 57349115833 scopus 로고    scopus 로고
    • Report available online at
    • National Joint Committee on Learning Disabilities. (2005). Responsiveness to intervention and learning disabilities. Report available online at http://www.ncld. org/resources1/njcld-position-papers/index-and-summaries-of-njcld-reports
    • (2005) Responsiveness to intervention and learning disabilities
  • 54
    • 33750525767 scopus 로고    scopus 로고
    • Response to intervention and the identifi cation of specifi c learning disabilities: Why we need comprehensive evaluations as part of the process
    • Ofi esh, N. (2006). Response to intervention and the identifi cation of specifi c learning disabilities: Why we need comprehensive evaluations as part of the process. Psychology in the Schools, 43, 883-888
    • (2006) Psychology in the Schools , vol.43 , pp. 883-888
    • Ofi Esh, N.1
  • 55
    • 21044458466 scopus 로고    scopus 로고
    • Biological basis of childhood neuropsychiatric disorders
    • In: Panksepp, J. (Ed.) Wilmington, DE: Wiley-Liss
    • Peterson, B. S., & Panksepp, J. (2004). Biological basis of childhood neuropsychiatric disorders. In: Panksepp, J. (Ed.), Textbook of biological psychiatry (pp. 393-436). Wilmington, DE: Wiley-Liss
    • (2004) Textbook of biological psychiatry , pp. 393-436
    • Peterson, B.S.1    Panksepp, J.2
  • 58
    • 28444495080 scopus 로고    scopus 로고
    • Learning disabilities identifi cation: Primary intervention, secondary intervention, and then what?
    • Reschly, D. J. (2005). Learning disabilities identifi cation: Primary intervention, secondary intervention, and then what? Journal of Learning Disabilities, 38, 510-515
    • (2005) Journal of Learning Disabilities , vol.38 , pp. 510-515
    • Reschly, D.J.1
  • 61
    • 0003099201 scopus 로고    scopus 로고
    • Applications of the Kaufman Assessment Battery for Children (K-ABC) in neuropsychological assessment
    • In: C. R. Reynolds & E. Fletcher-Janzen (Eds.) (2nd ed.). New York: Plenum
    • Reynolds, C. R., Kamphaus, R. W., Rosenthal, B. L., & Hiemenz, J. R. (1997). Applications of the Kaufman Assessment Battery for Children (K-ABC) in neuropsychological assessment. In: C. R. Reynolds & E. Fletcher-Janzen (Eds.), Handbook of clinical child neuropsychology (2nd ed., pp. 252-269). New York: Plenum
    • (1997) Handbook of clinical child neuropsychology , pp. 252-269
    • Reynolds, C.R.1    Kamphaus, R.W.2    Rosenthal, B.L.3    Hiemenz, J.R.4
  • 63
    • 34249951021 scopus 로고    scopus 로고
    • From genes to brain: Understanding brain development in neurogenetic disorders using neuroimaging techniques
    • Schaer, M., & Eliez, S. (2007). From genes to brain: Understanding brain development in neurogenetic disorders using neuroimaging techniques. Child and Adolescent Psychiatric Clinics of North America, 16, 557-579
    • (2007) Child and Adolescent Psychiatric Clinics of North America , vol.16 , pp. 557-579
    • Schaer, M.1    Eliez, S.2
  • 64
    • 33748960567 scopus 로고    scopus 로고
    • American Academy of School Psychology survey on the independent educational evaluation for a specifi c learning disability: Results and discussion
    • Schrank, F. A., Miller, J. A., Caterino, L., & Desrochers, J. (2006). American Academy of School Psychology survey on the independent educational evaluation for a specifi c learning disability: Results and discussion. Psychology in the Schools, 43, 771-780
    • (2006) Psychology in the Schools , vol.43 , pp. 771-780
    • Schrank, F.A.1    Miller, J.A.2    Caterino, L.3    Desrochers, J.4
  • 65
    • 28444476618 scopus 로고    scopus 로고
    • Neuropsychological aspects for evaluating learning disabilities
    • Semrud-Clikeman, M. (2005). Neuropsychological aspects for evaluating learning disabilities. Journal of Learning Disabilities, 38, 563-568
    • (2005) Journal of Learning Disabilities , vol.38 , pp. 563-568
    • Semrud-Clikeman, M.1
  • 67
    • 11144358319 scopus 로고    scopus 로고
    • Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention
    • Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926-933
    • (2004) Biological Psychiatry , vol.55 , pp. 926-933
    • Shaywitz, B.A.1    Shaywitz, S.E.2    Blachman, B.A.3    Pugh, K.R.4    Fulbright, R.K.5    Skudlarski, P.6
  • 68
    • 0034551422 scopus 로고    scopus 로고
    • The ecology of school psychology: Examining and changing our paradigm for the 21st century
    • Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485-502
    • (2000) School Psychology Review , vol.29 , pp. 485-502
    • Sheridan, S.M.1    Gutkin, T.B.2
  • 71
    • 84886065810 scopus 로고
    • Learning disabilities: Historical and conceptual issues
    • In B. Y. Wong (Ed.) San Diego, CA: Academic Press
    • Torgesen, J. K. (1991). Learning disabilities: Historical and conceptual issues. In B. Y. Wong (Ed.), Learning about learning disabilities (pp. 3-37). San Diego, CA: Academic Press
    • (1991) Learning about learning disabilities , pp. 3-37
    • Torgesen, J.K.1
  • 72
    • 34250663822 scopus 로고    scopus 로고
    • Validity of the full-scale IQ when there is signifi cant variability among WISC-III and WISC-IV factor scores
    • Watkins, M. W., Glutting, J. J., & Lei, P. W. (2007). Validity of the full-scale IQ when there is signifi cant variability among WISC-III and WISC-IV factor scores. Applied Neuropsychology, 14, 13-20
    • (2007) Applied Neuropsychology , vol.14 , pp. 13-20
    • Watkins, M.W.1    Glutting, J.J.2    Lei, P.W.3
  • 73
    • 33751579221 scopus 로고    scopus 로고
    • Issues in subtest profi le analysis
    • In D. P. Flanagan & P. L. Harrison, (Eds.), (2nd ed.). New York: Guilford
    • Watkins, M. W., Glutting, J. J., & Youngstrom, E. A. (2005). Issues in subtest profi le analysis. In D. P. Flanagan & P. L. Harrison, (Eds.), Contemporary intellectual assessment (2nd ed.). New York: Guilford
    • (2005) Contemporary intellectual assessment
    • Watkins, M.W.1    Glutting, J.J.2    Youngstrom, E.A.3
  • 74
    • 33750498834 scopus 로고    scopus 로고
    • And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled?
    • Willis, J. O., & Dumont, R. (2006). And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled? Psychology in the Schools, 43, 901-908
    • (2006) Psychology in the Schools , vol.43 , pp. 901-908
    • Willis, J.O.1    Dumont, R.2
  • 75
    • 33748957706 scopus 로고    scopus 로고
    • Combining RTI and psychoeducational assessment: What we must assume to do otherwise
    • Wodrich, D. L., Spencer, M. L., & Daley, K. B. (2006). Combining RTI and psychoeducational assessment: What we must assume to do otherwise. Psychology in the Schools, 43, 797-806
    • (2006) Psychology in the Schools , vol.43 , pp. 797-806
    • Wodrich, D.L.1    Spencer, M.L.2    Daley, K.B.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.