Gabrielle Wilcox

Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes

Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent comprehensive evaluations for learning and/or behavior problems in two Pacific Northwest school districts. Using concordance-discordance model (C-DM) processing strengths and weaknesses SLD identification criteria, results revealed working memory SLD (n = 20), processing speed SLD (n = 30), executive SLD (n = 32), and no disability groups (n = 41). Of the SLD subtypes, repeated measures MANOVA results revealed the processing speed SLD subtype exhibited the greatest psychosocial and adaptive impairment according to teacher behavior ratings. Findings suggest processing speed deficits may be behind the cognitive and psychosocial disturbances found in what has been termed “nonverbal” SLD. Limitations, implications, and future research needs are addressed.

The effects of methylphenidate on cognitive function in children with attention-deficit/hyperactivity disorder.

Abstract Focusing on behavioral criteria for attention–deficit/hyperactivity disorder (ADHD) diagnosis leads to considerable neuropsychological profile heterogeneity among diagnosed children, as well as variable response to methylphenidate (MPH) treatment. Documenting “cold” executive working memory (EWM) or “hot” self–regulation (SR) neuropsychological impairments could aid in the differential diagnosis of ADHD subtypes and may help to determine the optimal MPH treatment dose. In this study, children with ADHD inattentive type (n = 19), combined type (n = 33), and hyperactive–impulse type (n = 4) underwent randomized controlled MPH trials; neuropsychological, behavioral, and observational data were collected to evaluate the childrens responses. Those with moderate or significant baseline EWM/SR impairment showed robust MPH response, whereas response for those with lower baseline impairment was equivocal. Implications for medication use and titration, academic achievement, and long–term treatment efficacy are examined.

What Comes Before Report Writing? Attending to Clinical Reasoning and Thinking Errors in School Psychology

Psychoeducational assessment involves collecting, organizing, and interpreting a large amount of data from various sources. Drawing upon psychological and medical literature, we review two main approaches to clinical reasoning (deductive and inductive) and how they synergistically guide diagnostic decision-making. In addition, we discuss how the use of both mental shortcuts (i.e., heuristics) and cognitive biases, which we collectively refer to as thinking errors, can lead to errors in judgment when analyzing data. In particular, we highlight where and how common thinking errors may interfere with school psychologists’ reasoning throughout the assessment process. Last, we make suggestions on how to reduce errors in judgment and improve clinical reasoning skills by focusing on training, supported clinical practice, and personal strategies.

Reconsidering “Inattention” in Attention-Deficit Hyperactivity Disorder: Implications for Neuropsychological Assessment and Intervention

Attention-deficit hyperactivity disorder (ADHD) does not exist. This explicit statement needs elucidation of course given ADHD is a common neurodevelopmental disorder, but it provides the reader with the impetus to reconsider long-held beliefs about this condition and its treatment. Surely, there is a disorder called ADHD from which this thesis is framed, but primary attention and hyperactivity-impulsivity problems are mediated by different albeit interrelated brain systems. Like many neurodevelopmental disorders (e.g., learning disabilities, autism spectrum disorder), the medical and psychological professions have used a single, large inclusive ADHD diagnostic category to represent children with different etiologies for their overt symptoms. Despite neurobiological differences among children diagnosed with ADHD, the clinical position that attention-deficit or primary attention problems are sufficient for ADHD identification undermines clinical practice. This commonly accepted dubious position not only undermines the diagnostic utility of our neuropsychological measures, but it attenuates treatment effects as well. Supported with evidence from our ongoing ADHD research program, this data-based review will support these contentions and provide implications for diagnosis and treatment of children with attention problems.

Teacher mental health, school climate, inclusive education and student learning: A review.

Teachers are in a profession with high demands as they work to meet the diverse learning needs of their students. Consequently, many teachers experience high levels of stress contributing to burnout, and unfortunately, many leave the profession. Teacher mental health may contribute to the resilience of teachers who choose to stay in the profession. Positive school climate also has the potential to contribute to teacher mental health and to provide an optimal environment to support student learning and growth. Knowledge of school climate and factors relating to teacher well-being are critical to allow for interventions to best support teachers and students in school settings. Additionally, there is a growing trend toward inclusive education practices that influences teacher well-being, student outcomes, and parent experiences. The aim of this review paper is to provide an overview of existing literature relating to teacher well-being and school climate factors in relation to student learning. Furthermore, this paper will extend findings from existing literature to provide directions for future research and applied educational practices. Résumé Les enseignants pratiquent un métier fort exigeant où ils doivent répondre aux divers besoins d’apprentissage de leurs élèves. Par conséquent, bon nombre d’enseignants subissent beaucoup de stress, ce qui peut mener à l’épuisement professionnel et faire en sorte qu’un grand nombre d’entre eux décident de renoncer à leur métier. Une bonne santé mentale peut contribuer à la résilience des enseignants qui décident de rester dans la profession. Un climat scolaire sain peut aussi favoriser la santé mentale des enseignants et fournir un environnement optimal qui appuie l’apprentissage et la croissance des élèves. La connaissance du climat scolaire et des facteurs en lien avec le bien-être des enseignants est essentielle à la mise en œuvre d’interventions qui soutiennent le mieux les enseignants et les élèves dans le contexte scolaire. De plus, on observe une tendance croissante aux pratiques inclusives en éducation qui influent sur le bien-être des enseignants, les résultats des élèves, et l’expérience des parents. Le présent article de synthèse vise à fournir un aperçu de la documentation existante sur le bien-être des enseignants et les facteurs du climat scolaire en lien avec l’apprentissage des élèves. De plus, le présent article intégrera les conclusions de la documentation existante afin d’orienter la recherche ultérieure et les pratiques éducatives appliquées.

The Counseling Implications of Neurotheology: A Critical Review

ABSTRACT Neurotheology examines the relationship between religious, spiritual, and/or mystical experiences (RSMEs) and brain functioning. Attending to this relationship may increase counseling professionals’ competency in addressing their clients’ religious concerns. This article offers a brief overview of the interaction between neuroscience and religion; it also provides a critical perspective on neurotheology. An examination of the impact of RSMEs on brain functioning is also highlighted, which is followed by an exploration of the connection between religious experiences and mental health. The article also presents a discussion of the counseling implications of neurotheology, which will be of particular interest to counselors who work with spiritual and religious clients in their professional practice.

Supporting Academic Engagement in Boys and Girls

Understanding how social support and anxiety influence academic engagement in boys and girls is important to ensure that we effectively promote academic engagement. This study examined the relationship between gender, social support, anxiety, and academic engagement in elementary and junior high school students. Students in Grades 5 to 9 (N = 1,904) completed self-reports measuring academic engagement, anxiety, and perceived social support from family, friends, and school staff. Results indicated that girls were more likely to perceive social support and to score higher on the anxiety scale than boys were. Grade level was a significant predictor of academic engagement for boys but not for girls, while anxiety classification was a significant predictor of academic engagement for girls but not for boys. This study highlights the importance of understanding the multiple factors that influence academic engagement to provide targeted prevention and intervention strategies and how these factors differ for boys and girls.

Clinical Reasoning in the Assessment and Planning for Intervention for Oppositional Defiant Disorder

Clinical reasoning requires thoughtful consideration of a variety of factors that contribute to the conceptualization of a case such as the reason for referral, school information, home environment, assessment outcomes, and behavioural observations made during assessments. The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for an adolescent with oppositional defiant disorder. The reader will be guided through the authors’ conceptualization of this case and suggestions for intervention.