Patterns of Learning Disorders Working Systematically from Assessment to Intervention

by Wodrich, David L.; Schmitt, Ara J.

• ISBN13: 9781593852016
• ISBN10: 1593852010
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-06-12
• Publisher: The Guilford Press

Summary

When prereferral interventions fall short of resolving a student's learning difficulties, a comprehensive psychoeducational evaluation may be necessary. This user-friendly book provides school-based practitioners with a clear framework for assessment and evidence-based intervention planning under the revised IDEA guidelines. A step-by-step flowchart and 12 detailed case studies assist the reader in recognizing the patterns that identify specific learning problems related to IQ, information processing, and classroom performance. Empirically supported treatments for each problem are described, and special education eligibility issues discussed. The authors also address practical issues involved in implementing their system in conjunction with response-to-intervention models.

Author Biography

David L. Wodrich, PhD, is Associate Professor of Psychology in Education at Arizona State University, where he teaches graduate students in school psychology. Before his university appointment, his practice in public schools and at Phoenix Children's Hospital for more than 20 years involved evaluation of, and planning for, children with learning and developmental problems. Dr. Wodrich is past president of the American Board of School Psychology and the Arizona Psychological Association and a diplomate in school psychology of the American Board of Professional Psychology. Dr. Wodrich's research interests include the effect of chronic illness on school success and attention-deficit/hyperactivity disorder. He is the author of several books and numerous peer-reviewed articles.

Ara J. Schmitt, PhD, is a practicing school psychologist within the Tempe Union High School District, where he provides a full range of services, including psychoeducational evaluation, consultation, intervention, staff development, and trainee supervision. He serves as a faculty associate for Arizona State University's doctoral program in school psychology and teaches a course on academic intervention and progress monitoring. The author of several publications, Dr. Schmitt's research interests include psychoeducational assessment, intervention, and pediatric school psychology.

Table of Contents

Overview of the System and Reasons for Assessing	1	(31)
Overview of the Book	3	(2)
When Should Classifications (and Material from This Book) Be Used?	5	(2)
Children for Whom This System Might Apply	7	(9)
Administrative versus Clinical Labels	16	(3)
Tools and Perspectives That Enhance Assessment	19	(4)
Our Suggested Battery	23	(3)
Use of the Book in Applied Settings	26	(3)
This System's Compatibility with RTI	29	(1)
Summary	30	(2)
IQ-Related Conditions	32	(34)
Mild Mental Retardation	34	(14)
Slow Learner	48	(10)
Ability--Expectation Mismatch	58	(7)
Summary	65	(1)
Information-Processing-Related Conditions	66	(56)
Specific Language Impairment	67	(14)
Phonological Reading Disorder	81	(12)
Nonverbal Learning Disability	93	(10)
Graphomotor Underproduction	103	(9)
Inconsistent Success with Splinter Skills	112	(10)
Performance-Related Conditions	122	(40)
Attention-Deficit/Hyperactivity Disorder, Combined Type	123	(17)
Attention-Deficit/Hyperactivity Disorder, Inattentive Type	140	(8)
Compulsive Underproduction	148	(14)
How to Use the System through Case Examples	162	(87)
Case 1: Daniel	164	(7)
Case 2: Carmen	171	(6)
Case 3: Ryan	177	(10)
Case 4: Todd	187	(8)
Case 5: Brody	195	(9)
Case 6: James Wilson	204	(7)
Case 7: Hannah	211	(7)
Case 8: Alicia	218	(8)
Case 9: Carlos	226	(6)
Case 10: Talia	232	(1)
Case 11: Jeremy	233	(8)
Case 12: Mona	241	(8)
Suggestions for Implementing the Classification and Intervention Planning System	249	(24)
The School Psychologist's Role	249	(2)
Sources of Information	251	(11)
When and Where to Test	262	(3)
Sharing Findings with Parents	265	(5)
Sharing Information with Other Team Members	270	(1)
Final Reminder: No System Is Complete, and Children Are Indivisible	271	(2)
References	273	(24)
Index	297