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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Bibliographic Details
Published in:Journal of learning disabilities 2011-03, Vol.44 (2), p.99-104
Main Authors: Fuchs, Douglas, Hale, James B., Kearns, Devin M.
Format: Article
Language:English
Subjects:
Academic Achievement
Behavioral Research
Child
Children
Cognition
Data Analysis
Diagnostic Teaching
Dyslexia - psychology
Dyslexia - therapy
Early intervention
Early intervention programmes
Evidence based
Humans
Individualized Instruction
Integrity
Intellectual disabilities
Intervention
Learning
Learning disabilities
Learning Disorders - psychology
Learning Disorders - therapy
Learning Problems
Morality
Neuropsychological assessment
Remedial Teaching
Responsiveness
Special education
Supporters
Team work
Teamwork
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Summary: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.
ISSN:0022-2194
1538-4780
DOI:10.1177/0022219411400019