Clinical Reasoning in the Assessment and Intervention Planning for Writing Disorder

The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes of writing disorder through assessment guided by data-driven decision making may alleviate this dispar...

Full description

Saved in:
Bibliographic Details
Published in:Canadian journal of school psychology 2017-03, Vol.32 (1), p.73-86
Main Authors: Harrison, Gina L., McManus, Kelly L.
Format: Article
Language:English
Subjects:
Accuracy
Achievement Tests
Adolescents
Child Behavior
Children
Cognitive Ability
Communication Disorders
Comprehension
Data Analysis
Decision Making
Disability
Dyslexia
Educational psychology
Evaluation Methods
Executive Function
Grade 7
Grammar
Handwriting
Hypotheses
Hypothesis testing
Individual Differences
Intelligence Tests
Intervention
Language
Language Impairments
Learning
Learning Disabilities
Mental Disorders
Oral Language
Planning
Rating Scales
Reading
Reading comprehension
Reading Difficulties
Reading Skills
Referral
Response to Intervention
Short Term Memory
Skills
Special education
Spelling
Student writing
Studies
Teaching Methods
Thinking Skills
Vocabulary Skills
Writing Difficulties
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes of writing disorder through assessment guided by data-driven decision making may alleviate this disparity for students with writing disorders. The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for a child with a writing disorder. The reader will be guided through the authors’ conceptualization of this case reflecting a recursive problem-solving approach to assessment for intervention.
ISSN:0829-5735
2154-3984
DOI:10.1177/0829573516658997