Intellectual, cognitive, and neuropsychological assessment in three-tier service delivery systems in schools

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The general abilities model has been articulated in this text and elsewhere (Gottfredson, 1997, 1998, 2008; Kamphaus et al, 2005) as a viable approach to conceptualizing intelligence and as an assessment method with clinical utility within educational settings. The argument for the viability and clinical utility of a cognitive neuropsychological model has also been articulated in various sources (Allen, Hulac, & D'Amato, 2005; Berninger & Richards, 2002; Hale & Fiorello, 2004; Hale et al, 2008; Hale & Miller, 2008; Kaplan et al, 1999; McCloskey, 2009a, 2009b; Miller, 2007), but further refinements in the articulation of such a model ate needed in order for the benefits of this approach to be fully realized in educational settings. In this chapter, we outline a cognitive neuropsychological model that reflects such refinements, and we contrast its use with the general abilities model in the context of the three-tier service delivery systems currently used in schools. (PsycINFO Database Record (c) 2014 APA, all rights reserved). (chapter)

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Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.).

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This chapter was published in Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.), Flanagan, Genshaft, & Harrison (eds.), Pages 852-881.

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