Neuropsychology consultation to identify learning disorders in children and adolescents: a proposal based on lessons learned during the COVID-19 pandemic

Colvin, Mary K.; Forchelli, Gina; Reese, Kate; Capawana, Michael R.; Beery, Clara S; Murphy, John P.; Doyle, Alysa E.; O’Keefe, Sheila M.; Braaten, Ellen B.

doi:10.1080/09297049.2021.2005010

Cited by 8 publications

(3 citation statements)

References 37 publications

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“…Differentiation means to proactively plan varied approaches to what learners need to learn, how they will learn it, and how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can and as effectively as possible (Tomlinson, 2003). Differentiation is a strategy associated with responsive teaching and assessments and a means for ensuring access to the curriculum for all learners (Strogilos et al, 2017) (Colvin et al, 2022;Ruparelia et al, 2019;Staker, 2016;Vander Wiele, 2011). Students…”

Section: Neurodevelopmental Disabilities -The Conceptionmentioning

confidence: 99%

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Laiser,

Msoka,

Shavega

2024

jipe

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Differentiated Instructions and modifications in curriculum and assessments are considered a prerequisite for the successful inclusion of learners with disabilities in general education. This qualitative study assessed the current provisions and the aspired changes in the curriculum, assessments, and transition plans for learners with Neurodevelopmental Diversities such as Autism in Tanzania. A total of 21 participants partaken in this study. The participants were obtained through purposive and snowball sampling methods. Data collection methods included in-depth interviews, documentary reviews and non-participant observation. Data were analyzed thematically, aided by the vivo 12. Participants were of the opinion that there is a limited provision with regard to only time (an additional twenty minutes in every hour for mathematics and ten minutes in each hour for other subjects) within the subsidiary legislation of the Examination regulations released by the National Examination Council of Tanzania (NECTA) in 2016. The provision, however, does not mention any neurodevelopmental disabilities in the categories of disabilities and the special provisions entitled to them. Lack of reasonable accommodations in the type and structure of questions, rigid modality of responses to the examination questions for learners with learning disabilities and limited flexibility in time and room arrangements have been mentioned as barriers to proper assessments for such learners. The study concludes that there is a need to embrace the evidence-based practices of responsive education, instead of the “one-size-fits-all” kind of education. This will help to improve the curriculum for all learners instead of the approach to “fix” the deficits of learners with neurodevelopmental disabilities.

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Section: Neurodevelopmental Disabilities -The Conceptionmentioning

confidence: 99%

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Laiser,

Msoka,

Shavega

2024

jipe

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“…Loman advocated using tele-neuropsychology for administering the Wechsler Intelligence Scale for Children, an intelligence test, and the Clinical Evaluation of Language Fundamentals-4, a language test, as there are data supporting the validity of these instruments when they are administered remotely (Hodge et al, 2019; Waite et al, 2010). Colvin et al (2022) outlined a consultation model aimed at increasing access to neuropsychological services during lockdown. They recommended using questionnaires as some clients may be best served by seeing if they meet criteria for diagnoses on the questionnaires and then referring them directly to treatment rather than administering a comprehensive assessment.…”

Section: Modifications Of Servicesmentioning

confidence: 99%

The parallel pandemic: The impact of COVID-19 on the mental health of children with neurocognitive impairments.

Sorscher¹

2023

Psychoanalytic Psychology

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The COVID-19 pandemic led to many months of school closures, quarantining, and social isolation for children and their families. This disruption of routine had significant implications for the mental health of children and adolescents, leading to a parallel mental health pandemic among this vulnerable population (Fegert et al., 2020). While these psychosocial effects were most acute during the initial phase, the ripples of the pandemic continue to be felt during the time of this writing ( 2022), as we continue to be confronted with the ever-evolving virus and its myriad aftereffects. A review of the literature suggests an increase in depression and anxiety among children and adolescents as a result of the sweeping changes to their environment (Barendse et al., 2022;Vizard et al., 2020;Waite et al., 2021). Fear of contagion, boredom, loneliness, increased social anxiety, irritability, inattention, and increased disruptive behaviors were all observed (de Figueiredo et al., 2021;Jiao et al., 2020). For children with neurocognitive impairments, the impact was even more severe due to a proliferation of factors that will be discussed below (Korpa et al., 2021). Nonetheless, despite the pandemic's pointed impact on mental health, some children and adolescents were actually able to thrive and even noted improvements in their social and emotional functioning (Chawla et al., 2021;Silk et al., 2022). This article will examine the specific impact of the pandemic on young learners with the most common types of neurocognitive disorders and provide recommendations for intervention.

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“…The COVID-19 pandemic required substantial, global changes to psychological assessment, some of which included testing adaptations to facilitate telehealth services (e.g., August & Mashegoane, 2021; Colvin et al, 2022; Farmer et al, 2020; PsyPact, 2022; Wright & Raiford, 2021). Accordingly, research efforts, oversight procedures, and institutional review board procedures have evolved to meet COVID-19-related demands (e.g., Fernandez Lynch et al, 2020; Ford et al, 2021).…”

mentioning

confidence: 99%

Contrasting MMPI-3 validity scale effectiveness differences across in-person and telehealth administration procedures.

Agarwal,

Keen,

Morris

et al. 2023

Psychological Assessment

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Psychological assessment underwent substantive challenges and changes when the COVID-19 pandemic began, and these changes are likely to endure given the rapid growth of telehealth clinical practice and assessment research using virtual procedures. COVID-19-related changes to assessment practices have impacted accordingly how we study overreporting scale functioning, including the modality through which we administer measures. No available research provides direct comparisons of overreporting scale effectiveness within simulation research across in-person and telehealth modalities, despite early support for novel instruments relying on remote procedures within the historic context of the pandemic. We used simulated feigning conditions collected using best telehealth practices to examine if, and how, overreporting scales differed in effectiveness by evaluating mean scores, elevation rates, and classification accuracy statistics, relative to parallel in-person conditions. Results indicate no meaningful differences in scale effectiveness, particularly when exclusion procedures included a posttest questionnaire. Our findings support telehealth assessment practice and the integration of research collected virtually into the traditional, in-person feigning literature. Limitations and future directions are discussed. Public Significance StatementThis study evaluates how research on feigning conducted on the Minnesota Multiphasic Personality Inventory-3 (MMPI-3) using virtual platforms generalizes to in-person studies. Understanding this generalization of knowledge is important because the MMPI-3 was released early during the COVID-19 pandemic, resulting in most early feigning research being conducted virtually. This use of virtual methods was a notable change as prior feigning research on earlier versions of the MMPI was conducted in person.

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Neuropsychology consultation to identify learning disorders in children and adolescents: a proposal based on lessons learned during the COVID-19 pandemic

Cited by 8 publications

References 37 publications

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

The parallel pandemic: The impact of COVID-19 on the mental health of children with neurocognitive impairments.

Contrasting MMPI-3 validity scale effectiveness differences across in-person and telehealth administration procedures.

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