Neuropsychological aspects for evaluating learning disabilities.
This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), pa...
| Publicado en: | Communication Disorders Quarterly Vol. 26; no. 4; pp. 242 - 248 |
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| Autor principal: | |
| Formato: | Journal Article |
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Sage Publications Inc.
Summer2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106310748&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106310748 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15257401 9WH jtl: Communication Disorders Quarterly issn: 15257401 maglogo: N pubinfo: dt: Summer2005 vid: 26 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106310748 20537390 2009178466 106310748 ppf: 242 ppct: 6 formats: fmt: @attributes: type: P tig: atl: Neuropsychological aspects for evaluating learning disabilities. aug: au: Semrud-Clikeman M affil: Professor, Department of Educational Psychology, 1 University Station, D 5800, University of Texas at Austin, Austin, TX 78712; peg.semrud@mail.utexas.edu sug: subj: Learning Disorders Diagnosis Neuropsychology Attention Child Cognition Language Processing Learning Disorders Therapy Memory Neuropsychological Tests Utilization Child: 6-12 years ab: This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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