By Edward S. Shapiro
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Extra resources for Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention
In particular, application of CHT in the identification and treatment of learning disabilities has been strongly suggested (Hale, Kaufman, Nagliari, & Kavale, 2006). There is little doubt that neuropsychological processing plays a role in learning difficulties. Indeed, substantial research in cognitive psychology and neuropsychological processing has demonstrated that there are direct links between aspects of brain processing and the subsequent outcomes observed in children’s achievement (Berninger & Richards, 2002; Hale & Fiorello, 2004; Naglieri, 2005; Semrud-Â�Clikeman, 2005).
Greenwood and his associates at the Juniper Garden Children’s Project in Kansas City have examined academic engaged time by focusing on student opportunities to respond. , 2002; Hall, Delquadri, Greenwood, & Thurston, 1982; Myers, 1990; Pickens & McNaughton, 1988; Stanley & Greenwood, 1983; Thurlow, Ysseldyke, Graden, & Algozzine, 1983, 1984; Ysseldyke, Thurlow, Christenson, & McVicar, 1988; Ysseldyke, Thurlow, Mecklenberg, Graden, & Algozzine, 1984). A number of academic interventions designed specifically to increase opportunities to respond has been developed.
One of the few published studies examining the K-ABC approach to remediation was reported by Ayres and Cooley (1986). Two procedures were developed based directly on Kaufman and Kaufman’s (1983) recommended remediation strategies suggested in the K-ABC interpretive manual. One strategy 26 A C A DEMIC S KILL S P ROBLEM S used a sequential processing approach, whereas the other used a simultaneous approach. Students who were differentiated as simultaneous or sequential processors on the K-ABC were divided such that half of each group was trained on tasks matched to processing mechanisms and half on unmatched tasks.
Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention by Edward S. Shapiro