Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Neuropsychological aspects for evaluating learning disabilities.

Margaret Semrud-Clikeman1

  • 1Department of Educational Psychology, University of Texas, Austin, TX 78712, USA. peg.semrud@mail.utexas.edu

Journal of Learning Disabilities
|January 6, 2006
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Severe Malaria and Academic Achievement.

Pediatrics·2023
Same author

Effect of Malaria and Malaria Chemoprevention Regimens in Pregnancy and Childhood on Neurodevelopmental and Behavioral Outcomes in Children at 12, 24, and 36 Months: A Randomized Clinical Trial.

Clinical infectious diseases : an official publication of the Infectious Diseases Society of America·2022
Same author

Do comorbid symptoms discriminate between autism spectrum disorder, ADHD and nonverbal learning disability?

Research in developmental disabilities·2022
Same author

Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment.

Frontiers in psychology·2021
Same author

Therapy development for the mucopolysaccharidoses: Updated consensus recommendations for neuropsychological endpoints.

Molecular genetics and metabolism·2020
Same author

Emotional functioning among children with neurofibromatosis type 1 or Noonan syndrome.

American journal of medical genetics. Part A·2019

Neuropsychological assessments for childhood learning problems should evaluate working memory, attention, and executive functions. Linking these cognitive skills to interventions is crucial, especially for children not responding to standard educational approaches.

Area of Science:

  • Neuropsychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Learning problems in children require a comprehensive neuropsychological evaluation.
  • Key cognitive domains include working memory, attention, and executive functions.
  • Understanding neurobiological correlates is essential for effective interventions.

Purpose of the Study:

  • To review empirical literature on neuropsychological assessments for childhood learning problems.
  • To highlight the importance of specific cognitive measures in evaluating learning difficulties.
  • To explore the connection between cognitive constructs, interventions, and the response-to-intervention (RTI) framework.

Main Methods:

  • Systematic review of empirical studies.

Related Experiment Videos

  • Analysis of literature on cognitive assessments for learning problems.
  • Examination of the relationship between neuropsychological constructs and intervention outcomes.

    • Main Results:

    • Working memory, attention, and executive functions are critical for assessing learning problems.
    • The response-to-intervention (RTI) model is effective for younger children but needs further development for older students.
    • Empirical verification is needed to link cognitive constructs to specific intervention techniques.

    Conclusions:

    • Neuropsychological evaluations are vital for identifying the root causes of learning difficulties.
    • Intervention strategies should be informed by a child's specific cognitive profile.
    • Further research is needed to refine the application of RTI for diverse age groups and learning profiles.