Evidence-Based Assessment and Intervention for Specific Learning Disability in School Psychology
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Response to Intervention
Strengths and weaknesses
Identification
Presentation (obstetrics)
이 연구는 한 이론에서 개념이 구성되는 두 가지 방식인 내재적 개념화와 외재적 개념화를 창안하고, 그것의 유용성을 루소의 이론을 토대로 입증하려는 목적을 가지고 있다. 먼저 지식기반견해, 개념모델, 개념혼성, 인식론의 내재주의 등의 논의를 토대로 내재적 개념화 방식과 외재적 개념화 방식을 구성하였다. 개념의 두 가지 구성방식을 제안한 후에 루소의 이론 내에서 핵심적인 위치를 차지하는 자연, 사회, 교육의 개념이 어떻게 구성되고 있는지를 분석하였다. 교육개념을 중심으로 볼 때, 루소의 취지에 따라 교육은 한 맥락에서는 자연, 사회의 개념에 근거해 외재적으로 개념화되기도 하고, 또 다른 맥락에서는 자연, 사회의 개념과 별개로 내재적으로 개념화되기도 한다. 이렇게 교육이 루소의 이론적 맥락에 따라 서로 다르게 개념화되고 있다는 점이 루소의 연구에서 지적되는 모순, 혼란, 역설의 원인이 될 수 있다. 마지막으로 이론의 구성에서 내재적 개념화와 외재적 개념화의 아이디어가 갖는 의미를 제시하고, 이런 맥락에서 루소의 교육론에 대한 새로운 연구관점을 제안하였다.This study analyzes concepts of nature, society, and education that emerged in Rousseau’s theory regarding two conceptualization methods. The intrinsic conceptualization is a researcher’s subjective conceptualization based on his research objectives. The extrinsic conceptualization constructed based on the other concepts within the theory. In Rousseau’s theory, education is extrinsically conceptualized based on the concepts of nature and society, which conflict in his theory. It is also intrinsically conceptualized as a means for individuals to maintain the nature of humans, to live with others, and to not be negatively influenced by a corrupted society. A major portion of many contradictions and confusions in his theory of education derive from the different conceptualizations of education. This study proposes directions of future studies to develop Rousseau’s conceptualization of education from the perspective of the intrinsic conceptualization.
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The purpose of this study is to comprehensively review the domestic research of caseconceptualization elements and suggest how consented case conceptualization can bedeveloped. To this end, 7 studies of case conceptualization elements were reviewed. Bycomparing collected case conceptualization elements in general counseling, common areas ofelements were founded. It might be agreed to develop integrative case conceptualization infuture. Considering reviewed case conceptualization elements in specific counseling, it couldprovide a possibility to develop a case conceptualization elements for children and adolescents. Also, counseling area with distinct characteristic about clients or situations might be need todevelop a case conceptualization element list of their own.
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Response to Intervention
Identification
Reading disability
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This chapter defines Integrative Disordered Gambling Case Conceptualization (IDGCC) particularly as applied to working with clients presenting with disordered gambling and discusses the rationale and utility of engaging in case conceptualization. The contributions of various clinical theoretical perspectives and evidence-based practices to disordered gambling case conceptualization will be considered with the ultimate aim of developing a multidimensional, integrated conceptualization in collaboration with the client. The chapter considers the utilization of theoretical and empirical perspectives to inform the data gathering and descriptive process of case conceptualization. This begins with the description of the gambling problem and then considers how to integrate relevant biopsychosocial and spiritual factors. A discussion of some examples of relevant research in each area is included to illustrate how familiarity with empirical findings can help guide the case conceptualization.
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Many states are implementing response‐to‐intervention (RTI)–based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs.
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The central importance of conceptualization has been widely recognized. Existing practices of conceptualization in the information systems discipline are yet in their genesis. This paper first discusses confusion around the notion of “conceptualization”; by drawing from the philosophy of science literature, we examine the scientific basis of conceptualization and advocate for the importance of construct clarity in conceptualization practice. Previous methodological literature paid scant attention to the conduct of conceptualization. Hence, in order to counsel researchers on how to conduct conceptualization, this paper develops a set of actionable guidelines for researchers to engage more deeply with conceptualization.
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Developing accurate case conceptualizations is increasingly expected of counselors today, particularly when working with couples and families dealing with a medical condition. Described here are the reasons for the increasing role of case conceptualization in counseling practice, the components of a case conceptualization, and an introduction to family case conceptualization. A case example illustrates this kind of case conceptualization with a family dealing with a serious medical condition.
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This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.
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Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectively taught is also available. The most widely adopted conceptualization of NOS is based on a small number of general aspects of NOS, which fall into two groups: aspects of the nature of scientific knowledge (NOSK) and aspects of scientific inquiry (SI). This conceptualization of NOS will be described in this article as the "general aspects" conceptualization of NOS. Proponents of this conceptualization have concluded from empirical research that particular general aspects of NOS can be effectively taught at various K-12, undergraduate, and teacher preparation courses. Yet, this conceptualization has been criticized as being insufficient and even as misrepresenting science. Critics suggest that a more complete picture of science should be communicated to teachers and students, rather than a list of general aspects of NOS. In this article, I suggest that the "general aspects" conceptualization of NOS provides an effective starting point for teaching about NOS and for addressing students' preconceptions about science. Once this is done, teaching could include more complex aspects and attend simultaneously to multiple contexts, as the critics suggest. This might be achieved along a learning pathway, in which the "general aspects" conceptualization of NOS might nicely pave the way for the "family resemblance" conceptualization of NOS, espoused by several of the critics because of explicit continuities between them. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 667–682, 2016
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Increased attention is being paid to students who demonstrate difficulty in learning and applying mathematics concepts. The purpose of this special series was to address issues related to students and mathematics learning disabilities (LD). We identify Response to Intervention (RtI) as it relates to early mathematics instruction and a multi-tiered service delivery system. Further, because RtI has focused primarily on young children and the prevention of LD, we present information about older students who have been identified as having mathematics LD and provide strategies for helping them access the general education curriculum. Six papers on various mathematics topics, grade levels, and service delivery will be provided in this special series. Authors report findings on research efforts and offer implications for practice.
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