Skip to main content
SpringerLink
Log in

Ecological Neuropsychology: An Alternative to the Deficit Model for Conceptualizing and Serving Students with Learning Disabilities

  • Published:
Neuropsychology Review Aims and scope Submit manuscript

Abstract

The present paper contends that children with learning disabilities are better served when assessment and intervention are conceptualized within an ecological neuropsychology perspective than within the traditional deficit model perspective, which is the predominant approach to intervention in medical and educational settings. The deficit method conceptualizes problems as within the child, and the major consequence of this approach is that little time is spent analyzing the learning environment or other systems that might impact the child's ability to be successful in an academic setting. Therefore, rehabilitation efforts have had limited success. In contrast, ecological neuropsychology is a strength-based approach that considers the child, as well as the systems within which he/she interacts, when assessing, diagnosing, and intervening with students who are experiencing learning difficulties.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Psychological Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th edn.—text revision, Author, Washington, DC.

  • Banks, J. A., and Banks, C. A. (eds.). (2001). Multicultural Education: Issues and Perspectives, Allyn & Bacon, Boston.

    Google Scholar 

  • Bricklin, P. M., and Gallico, R. (1984). Learning disabilities and emotional disturbance: Critical issues in definition, assessment, and service delivery. J. Learn. Disabil. 3: 141–156.

    Google Scholar 

  • Condeluci, A. (1994). Transition to employment. In: Savage, R. C., and Wolcott, G. F. (eds.), Educational Dimensions of Acquired Brain Injury, Pro-Ed, Austin, TX, pp. 519–542.

  • Conoley, J. C., and Gutkin, T. B. (1995). Why didn't–why doesn't school psychology realize its promise? J. Sch. Psychol. 33: 209–217.

    Article  Google Scholar 

  • Cortiella, C. (2003). The discrepancy dilemma: Congress ponders a better way to identify learning disabilities. Retrieved June 4, 2004, from http://schwablearning.org/articles.asp?r = 703.

  • D'Amato, R. C. (1990). A neuropsychological approach to school psychology. Sch. Psychol. Q. 5: 141–160.

    Google Scholar 

  • D'Amato, R. C., and Dean, R. S. (1987). Psychological assessment reports, individual education plans, and daily lesson plans: Are they related? Prof. Sch. Psychol. 2: 93–101.

    Google Scholar 

  • D'Amato, R. C., and Dean, R. S. (1989). The School Psychologist in Nontraditional Settings: Integrating Clients, Services, and Settings, Lawrence Erlbaum Associates, Hillsdale, NJ.

    Google Scholar 

  • D'Amato, R. C., Dean, R. S., Rattan, G., and Nickell, K. (1988). A study of psychological referrals for learning disabled children. J. Psychoeduc. Assess. 6: 118–124.

    Google Scholar 

  • D'Amato, R. C., Dean, R. S., and Rhodes, R. L. (1998). Subtyping children's learning disabilities with neuropsychological, intellectual, and achievement measures. Int. J. Neurosci. 96: 107–125.

    Google Scholar 

  • D'Amato, R. C., Fletcher-Janzen, E., and Reynolds, C. (eds.). (2005). The Handbook of School Neuropsychology, Wiley, New York.

    Google Scholar 

  • D'Amato, R. C., and Rothlisberg, B. A. (1996). How education should respond to students with traumatic brain injury. J. Learn. Disabil. 6: 670–683.

    Google Scholar 

  • D'Amato, R. C., Rothlisberg, B. A., and Leu Work, P. H. (1999). Neuropsychological assessment for intervention. In: Reynolds, C. R., and Gutkin, T. B. (eds.), The Handbook of School Psychology, 3rd edn., Wiley, New York, pp. 452–475.

  • D'Amato, R. C., Rothlisberg, B. A., and Rhodes, R. L. (1997). Utilizing a neuropsychological paradigm for understanding common educational and psychological tests. In: Reynolds, C. R., and Fletcher-Janzen, E. (eds.), Handbook of Clinical Child Neuropsychology, 2nd edn., Plenum Press, New York, pp. 270–295.

  • Donovan, M. S., and Cross, C. T. (2002). Minorities in Special and Gifted Education, National Academy Press, Washington, DC.

    Google Scholar 

  • Dwyer, K. P. (1987). School psychology assessment. In: Kavale, K. A., Forness, S. R., and Bender, M. (eds.), Handbook of Learning Disabilities: Dimensions and Diagnosis, Vol. 1, Little, Brown Company, Boston, MA, pp. 325–348.

  • Epps, S., and Tindal, G. (1987). The effectiveness of differential programming in serving students with mild handicaps: Placement options and instructional programming. In: Wang, M. C., Reynolds, M., and Walberg, H. J. (eds.), Handbook of Special Education: Research & Practice, vol. 1, Pergamon, New York, pp. 213–248.

  • Federal Register (December 2004). Reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA—PL 108–446).

  • Fuchs, D., Mock, D., Morgan, P., and Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learn. Disabil. Res. Pract. 18(3): 157–171.

    Article  Google Scholar 

  • Gaddes, W. H., and Edgell, D. (1994). Learning Disabilities and Brain Function: A Neuropsychological Approach, Springer-Verlag, New York.

    Google Scholar 

  • Gilger, J. W., and Kaplan, B. J. (2001). Atypical brain development: A conceptual framework for understanding developmental learning disabilities. Dev. Neuropsychol. 20(2): 465–481.

    Article  PubMed  Google Scholar 

  • Gutkin, T. B., and Reynolds, C. R. (1999). The Handbook of School Psychology, 3rd edn., John Wiley & Sons, New York.

    Google Scholar 

  • Hallahan, D. P., and Kauffman, J. M. (1991). Exceptional Children, Prentice Hall, Englewood Cliffs, NJ.

    Google Scholar 

  • Hartlage, L. C., and Telzrow, C. F. (1983). The neuropsychological basis of educational intervention. J. Learn. Disabil. 1(5): 521–528.

    Google Scholar 

  • Huebner, E. S., and Gilman, R. (2003). Toward a focus on positive psychology in school psychology. Sch. Psychol. Q. 18(2): 99–102.

    Article  Google Scholar 

  • Hess, R. S., and D'Amato, R. C. (1998). Assessment of memory, learning, and special aptitudes. In Reynolds, C. R. (Ed.), Volume 3: Assessment. In: Bellack, A. S. and Hersen, M. (edu.), Comprehensive Clinical Psychology Encyclopedia (pp. 239–265). Pergamon-Elsevier Science, Oxford, England.

  • Hynd, G. W., and Willis, W. G. (1988). Pediatric Neuropsychology, Grune & Stratton, Florida.

    Google Scholar 

  • Kavale, K. (1990). Effectiveness of special education. In: Gutkin, R. B., and Reynolds, C. R. (eds.), The Handbook of School Psychology, Wiley, New York, pp. 868–898.

  • Kavale, K. A., Forness, S. R., and Bender, M. (1987). Handbook of Learning Disabilities, College-Hill Press, Boston, MA.

    Google Scholar 

  • Leu, P. W., and D'Amato, R. C. (1994). Right Child, Wrong Teacher: Using an Ecological Assessment for Intervention. Paper presented at the 26th annual meeting of the National Association of School Psychologists, Seattle, WA.

  • Long, C. J., and Ross, L. K. (1992). Handbook of Head Trauma: Acute Care to Recovery, Plenum, New York.

    Google Scholar 

  • Luria, A. R. (1973). The Working Brain, Penguin Books, Harmonds-Worth.

    Google Scholar 

  • MacMann, G. M., and Barnett, D. W. (1999). Diagnostic decision making in school psychology: Understanding and coping with uncertainty. In: Reynolds, C. R., and Gutkin, T. B. (eds.), The Handbook of School Psychology, 3rd edn., Wiley, New York, pp. 519–548.

    Google Scholar 

  • Martens, B. K. (1992). The difference between a good theory and a good treatment is a matter of degree. Sch. Psychol. Q. 1: 104–107.

    Google Scholar 

  • Meyers, J. (2002). Reflections on the futures conference from the perspective of a school psychology educator. Retrieved June 5, 2004, from http://www.indiana.edu/futures~/reflection_meyer.ppt.

  • Nell, V., and Boer, C. (1988). Co-constructing a workable reality: The use of clinical neuropsychology. Fam. Syst. Med. 6(1): 40–50.

    Google Scholar 

  • Parks, R. W., Levine, D. S., Long, D. L. (1998). Fundamentals of Neural Network Modeling: Neuropsychology and Cognitive Neuroscience, MIT Press, Cambridge, MA.

    Google Scholar 

  • Phares, E. J. (1992). Clinical Psychology: Concepts, Methods, and Profession, 4th edn., Brooks/Cole, Pacific Grove, CA.

  • Phelps, L., Brown, R. T., and Power, T. J. (2002). Pediatric Psychopharmacology: Combining Medical and Psychosocial Interventions, American Psychological Association, Washington, DC.

    Google Scholar 

  • Puente, A. E., and McCaffrey, R. J., III (eds.). (1992). Handbook of Neuropsychological Assessment: A Biopsychosocial Perspective, Plenum, New York.

    Google Scholar 

  • Reynolds, C. R., and Fletcher-Janzen, E. (1997). The Handbook of Clinical Child Neuropsychology, 2nd edn., Plenum, New York.

    Google Scholar 

  • Reynolds, C. R., Gutkin, T. B., Elliot, S. N., and Witt, J. C. (1984). School Psychology: Essentials of Theory and Practice, John Wiley & Sons, New York.

    Google Scholar 

  • Riccio, C. A., Hynd, G. W., and Cohen, M. J. (1993). Neuropsychology in the schools: Does it belong? Sch. Psychol. Int. 14: 291–315.

    Google Scholar 

  • Rothlisberg, B. A., D'Amato, R. C., and Palencia, B. N. (2003). Assessment of children for intervention planning following traumatic brain injury. In: Reynolds, C. R., and Kamphaus, R. W. (eds.), Handbook of Psychological and Educational Assessment of Children: Personality, Behavior and Content, 2nd edn., Guilford, New York.

  • Rourke, B. P. (eds.). (1985). Neuropsychology of Learning Disorders: Essential of Subtype Analysis, Guilford, New York.

    Google Scholar 

  • Safran, S. P., Safran, J. S., and Rich, C. E. (1991). Special education classification and program success: Is there a relationship? Psychol. Sch. 24: 340–345.

    Google Scholar 

  • Sattler, J. M. (2002). Assessment of Children: Behavioral and Clinical Applications, 4th edn., J. M. Sattler, Publisher, Inc., San Diego, CA.

    Google Scholar 

  • Sattler, J. M., and D'Amato, R. C. (2002). Brain injuries: Theory and rehabilitation programs. In: Sattler, J. M. (eds.), Assessment of Children, 4th edn., J. M. Sattler, Publisher, Inc., San Diego, CA.

    Google Scholar 

  • Shaywitz, W. S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at any Level, Knopf; Random House, New York, NY.

    Google Scholar 

  • Sheridan, S. M., and D'Amato, R. C. (2003). Partnering to chart our futures: School Psychology Review and School Psychology Quarterly combined issue on the multisite conference on the future of school psychology. Sch. Psychol. Q. 18(4): 352–357.

    Google Scholar 

  • Sheridan, S. M., and Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st Century. Sch. Psychol. Rev. 29(4): 485–501.

    Google Scholar 

  • Stoner, G., and Green, S. K. (1992). Reconsidering the scientist–practitioner model for school psychology practice. Sch. Psychol. Rev. 2(l): 155–166.

    Google Scholar 

  • Traughber, M. C., and D'Amato, R. C. (2005). Integrating evidence-based neuropsychological services into school settings: Issues and challenges for the future. In: D'Amato, R. C., Fletcher-Janzen, E., and Reynolds, C. R. (eds.), The Handbook of School Neuropsychology (pp. 827–857). New York, Wiley.

  • U.S. Department of Education. (2000). 22nd Annual report to Congress on the implementation of the individuals with disabilities education act. Retrieved December 21, 2001, from http://www.ed.gov/offices/OSERS/OSEP/Products/OSEP2000AnlRpt/.

  • Vaughn, S., and Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learn. Disabil. Res. Pract. 18(3): 137–146.

    Article  Google Scholar 

  • Work, L. P., and Hee-Sook, C. (2005). Developing classroom and group intervention programs based on neuropsychological principles. In: D'Amato, R. C., Fletcher-Janzen, E., and Reynolds, C. R. (eds.), The Handbook of School Neuropsychology, Wiley, New York, pp. 663–683.

  • Ysseldyke, J. E. (1987). Classification of handicapped students. In: Wang, M. C., Reynolds, M., and Walberg, H. J. (eds.), Handbook of Special Education: Research & Practice, vol. 1, Pergamon, New York, pp. 253–271.

  • Ysseldyke, J. E., Christenson, S. L., Thurlow, M. L., and Bakewell, D. (1989). Are different kinds of instructional tasks used by different categories of students in different settings? Sch. Psychol. Rev. 18: 98–111.

    Google Scholar 

  • Ysseldyke, J. E., Reynolds, M. C., and Weinberg, R. A. (1984). School Psychology: A Blueprint for Training and Practice. National School Psychology In-Service Training Network, Minneapolis, MN.

Download references

Author information

Authors and Affiliations

  1. University of Northern Colorado, Greeley, Colorado

    Rik Carl D'Amato, Franci Crepeau-Hobson & Molly Geil

  2. California State University, Chico

    Leesa V. Huang

  3. Center for Collaborative for Research in Education, Neuropsychology Laboratory, College of Education and Behavioural Science, Office of the Dean, University of Northern Colorado, Greeley, CO, 80639

    Rik Carl D'Amato

Authors
  1. Rik Carl D'Amato
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Franci Crepeau-Hobson
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Leesa V. Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Molly Geil
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rik Carl D'Amato.

Rights and permissions

Reprints and permissions

About this article

Cite this article

D'Amato, R.C., Crepeau-Hobson, F., Huang, L.V. et al. Ecological Neuropsychology: An Alternative to the Deficit Model for Conceptualizing and Serving Students with Learning Disabilities. Neuropsychol Rev 15, 97–103 (2005). https://doi.org/10.1007/s11065-005-7092-5

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11065-005-7092-5

Keywords

Search

Navigation