Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests

Rhodes, Robert L.; D’Amato, Rik Carl

doi:10.1007/978-0-387-78867-8_15

Cited by 12 publications

(3 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, practitioners appear to be divided between those who advocate a fixed battery approach (administering a consistent, standardized battery to all students regardless of the referral question) and those who advocate a flexible battery approach (using a case-study analysis focusing on the dynamic clinical interactions and "the process" to better understand the individual). Integrative models of assessment incorporating elements of each of these approaches have become increasingly more popular (D'Amato et al, 2005b;Rhodes et al). Selecting aspects of both approaches allows one to emphasize the person being assessed as well as the individual's fit with his or her environment, allowing practitioners to select diverse assessment tools based on the unique needs of the individual (Rhodes et al).…”

Section: Quantitative and Qualitative Approaches To Interventionmentioning

confidence: 98%

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Witsken

Stoeckel

D’Amato

2008

Psychology in the Schools

View full text Add to dashboard Cite

Neuropsychology may be described as the study of brain‐behavior relationships (National Academy of Neuropsychology [NAN], 2001). Clinical neuropsychology represents the application of knowledge of the intricacies of these relationships to individual cases. Several authors have advocated for the application of neuropsychology to the public schools, a specialty some have called “school neuropsychology” (D'Amato, 1990; Hynd & Obrzut, 1981). This area of study represents the application of neuropsychological knowledge to help understand (a) childhood behavior, (b) individual student strengths and needs, (c) how students learn, and (d) how teaching can be linked to brain‐based instructional practices (D'Amato, Fletcher‐Janzen, & Reynolds, 2005b; Hale & Fiorello, 2004; Sousa, 2006). Since the term was initially introduced by Hynd and Obrzut, considerable debate has arisen regarding training, credentialing, and the professional identity of this specialty (Crespi & Cooke, 2003; Parrish, 2005; Pelletier, Hiemenz, & Shapiro, 2004). This article briefly reviews the history of neuropsychology applied to work with children, describes credentialing and training of professionals trained in both school psychology and neuropsychology, presents models of applying neuropsychology within the school setting, and outlines potential benefits of using a neuropsychologically based Response‐to‐Intervention model in the schools. © 2008 Wiley Periodicals, Inc.

show abstract

Section: Quantitative and Qualitative Approaches To Interventionmentioning

confidence: 98%

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Witsken

Stoeckel

D’Amato

2008

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Neuroimaging studies utilize brain activation patterns observed during the performance of tasks that involve various aspects of brain function related to intelligence. Perceptual modalities link cognitive processing to human behavior and psychometrics and thereby identify measures of individual differences (Rhodes, D'Amato, & Rothlisberg, ). Published data may bring about the need for current theories to be revised if new findings challenge existing assumptions.…”

Section: The Application Of Neuroscience and Educationmentioning

confidence: 99%

Convergence of Two Independent Roads Leads to Collaboration Between Education and Neuroscience

Koch

Timmerman

Peiffer

et al. 2013

Psychology in the Schools

View full text Add to dashboard Cite

Collaboration is the foundation for innovative discoveries, as individuals with different backgrounds come together and combine their unique expertise. In the current article, an educational researcher and two neuroscientists relate their experiences in establishing a successful collaborative effort. The marriage of neuroscientific findings with educational research has begun to further advance educational approaches. Initial functional magnetic resonance imaging (fMRI) findings indicate that direct interplay between educational interventions and brain-based measures of sensory, motor, and cognitive processes provides an important link among cognitive processing and psychometric measures. If neuroimaging results support existing theoretical constructs of brain organization, then testable hypotheses may be designed to determine which educational interventions will be effective. The neuropsychological approach may provide school psychologists and teachers with an extensive array of fMRI-based, developmentally appropriate instructional strategies for enhancing the functional organization of the developing brain of children. Promising suggestions and strategies for educational researchers, school psychologists, and neuroscientists are included. C 2013 Wiley Periodicals, Inc.

show abstract

“…It also is important to note that the Bayley-II has been revised since our administration of this assessment. The current Bayley-III (Bayley, 2006) expands on the Bayley-II's utility in assessing the cognitive and motor functioning of infants and toddlers (Johnson & Marlow, 2006;Rhodes, D'Amato, & Rothlisberg, 2009) and assesses five developmental domains (i.e., cognitive, language, motor, socioemotional, and adaptive behavior). Although the BRS has been replaced by two parent-report measures (the Social-Emotional scale and the Adaptive Behavior scale) in the Bayley-III, a brief behavioral observation measure also is included in the newer version to document examiners' impressions of child behavior during test administration.…”

Section: Limitationsmentioning

confidence: 99%

The Relationship Between Behavior Ratings and Concurrent and Subsequent Mental and Motor Performance in Toddlers Born at Extremely Low Birth Weight

Messinger

Lambert

Bauer

et al. 2010

Journal of Early Intervention

View full text Add to dashboard Cite

When predicting child developmental outcomes, reliance on children's scores on measures of developmental functioning alone might mask more subtle behavioral difficulties especially in children with developmental risk factors. The current study examined predictors and stability of examiner behavior ratings and their association with concurrent and subsequent mental and motor performance in toddlers born at extremely low birth weight. Toddlers were evaluated using the Behavior Rating scale (BRS) and the mental and psychomotor indexes of the Bayley-II at 18 and 30 months corrected age. BRS total and factor scores showed moderate stability between 18 and 30 months. These scores also predicted 30-month Mental Scale and Psychomotor Scale scores above and beyond prior mental and motor performance. Our findings suggest that early behavior ratings are associated with child mental and motor performance; therefore, behavior ratings might be useful in identifying toddlers at developmental risk and who might benefit from early intervention. Keywordsextremely low birth weight; Bayley; behavior ratings; performance Child performance on standardized measures of developmental functioning is a relatively consistent predictor of subsequent performance in similar domains within the first three years of life. Among typically developing children, behavior observations made by trained examiners are associated with developmental test performance (Banergee & Tamis-LeMonda, 2007;Cardon & Fulker, 1991;DiLalla et al., 1990;Field, Dempsey, & Shuman, 1979;Glutting, Youngstrom, Oakland, & Watkins, 1996;Matheny, 1980;Yarrow, Morgan, Jennings, Harmon, & Gaiter, 1982). Less is known, however, about the extent to which early ratings of child behavior during testing situations predict subsequent developmental functioning. In this study, we examined the relationship between ratings of toddler behavior and subsequent performance in a sample of children born at extremely low birth weight (ELBW).Children born at lower birth weight are at higher risk for behavioral and other impairments than other children (Anderson et al., 2003;Aylward, 2002;Constantinou et al., 2005;Lowe et al., 2005;Saigal et al., 2001;Sajaniemi, Hakamies-Blomqvist, Katainen, & von Wendt, 2001;Whitfield et al., 1997 18-and 30-month old toddlers who had been born at extremely low birth weight (≤ 1000g). These toddlers exhibited lower mean scores than their higher birth weight peers on standardized measures of mental and motor functioning (Aylward, 2002;Constantinou, Adamson-Macedo, Mirmiran, Ariagno, & Fleisher, 2005;Dezoete, MacArthur, & Tuck, 2003;Shankaran et al., 2004;Vohr et al., 2000;Vohr, Wright, Poole, & McDonald, 2005;Walsh et al., 2005). Recent studies have suggested that poor performance on these measures might be predicted by early deficits in behavior regulation including difficulty adapting to change, difficulty sustaining attention, increased activity level, increased need for examiner support, and decreased persistence in attempting to complete tasks (Anderson...

show abstract

Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests

Cited by 12 publications

References 36 publications

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Convergence of Two Independent Roads Leads to Collaboration Between Education and Neuroscience

The Relationship Between Behavior Ratings and Concurrent and Subsequent Mental and Motor Performance in Toddlers Born at Extremely Low Birth Weight

Contact Info

Product

Resources

About