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On the Importance of a Cognitive Processing Perspective: An Introduction.

Children with learning problems require early intervention. If it is evidence based and implemented with integrity and intensity, it will accelerate the academic progress of many students. This is the hope and expectation of the many supporters of responsiveness-to-intervention (RTI). A minority of...

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Published in:Journal of Learning Disabilities Vol. 44; no. 2; pp. 99 - 105
Main Authors: Fuchs, Douglas, Hale, James B., Kearns, Devin M.
Format: editorial Journal Article
Published: Sage Publications Inc. 3/1/2011
Online Access:View this record in EBSCOhost
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      dt: 3/1/2011
      vid: 44
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      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        atl: On the Importance of a Cognitive Processing Perspective: An Introduction.
      aug:
        au:
          Fuchs, Douglas
          Hale, James B.
          Kearns, Devin M.
        affil: Vanderbilt University, Nashville, TN, USA
      sug:
        subj:
          Learning Disorders Therapy
          Early Intervention
          Cognitive Therapy
          Serial Publications
      ab: Children with learning problems require early intervention. If it is evidence based and implemented with integrity and intensity, it will accelerate the academic progress of many students. This is the hope and expectation of the many supporters of responsiveness-to-intervention (RTI). A minority of children, however, will not respond sufficiently to such intervention because of learning disorders like specific learning disabilities (SLD). Some RTI models do not include research-backed methods to identify these children, nor do RTI practitioners often produce the data necessary to develop individualized instruction for them. The authors suggest practitioners go beyond typical RTI assessment data documenting responsiveness/ unresponsiveness to conduct comprehensive evaluations of these most difficult-to-teach students and to include in their evaluations carefully chosen cognitive measures. This special issue presents the work of teams of researchers, which suggests that cognitive and neuropsychological assessments can provide information to further understand SLD, which in turn can guide development of promising interventions.
      pubtype: Academic Journal
      doctype:
        editorial
        Journal Article
      ougenre: Article
    language: English
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