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Dive into the research topics where Rik Carl D'Amato is active.

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Featured researches published by Rik Carl D'Amato.


Journal of Learning Disabilities | 1996

How Education Should Respond to Students with Traumatic Brain Injury

Rik Carl D'Amato; Barbara A. Rothlisberg

This article focuses on the educational implications of traumatic brain injury (TBI). It details the conceptual issues surrounding TBI and discusses how assessment of this group differs from that of other groups with disabilities. Finally, the article offers suggestions for an integrated intervention approach based on the idea of bringing order to the life experiences of these students. The S. O. S. (Structure, Organization, and Strategy) Approach offers a framework from which to consider the variable needs of these learners.


Neuropsychology Review | 2005

Ecological neuropsychology: an alternative to the deficit model for conceptualizing and serving students with learning disabilities.

Rik Carl D'Amato; Franci Crepeau-Hobson; Leesa V. Huang; Molly Geil

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 childs 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.


Journal of Psychoeducational Assessment | 2010

Identifying Students With Learning Disabilities: Composite Profile Analysis Using the Cognitive Assessment System

Leesa V. Huang; Achilles N. Bardos; Rik Carl D'Amato

The detection of cognitive patterns in children with learning disabilities (LD) has been a priority in the identification process. Subtest profile analysis from traditional cognitive assessment has drawn sharp criticism for inaccurate identification and weak connections to educational planning. Therefore, the purpose of this study is to use a new generation of cognitive tests with megacluster analysis to augment diagnosis and the instructional process.The Cognitive Assessment System uses a contemporary theoretical model in which composite scores, instead of subtest scores, are used for profile analysis. Ten core profiles from a regular education sample (N = 1,692) and 12 profiles from a sample of students with LD (N = 367) were found. The majority of the LD profiles were unique compared with profiles obtained from the general education sample. The implications of this study substantiate the usefulness of profile analysis on composite scores as a critical element in LD determination.


International Journal of Neuroscience | 2009

Subtyping Children's Reading Disabilities Using a Comprehensive Neuropsychological Measure

Kimberly J. Crews; Rik Carl D'Amato

This study examined subtypes of children with reading disabilities using the NEPSY (series of Neuropsychological tests authored by Marit Korkman, Ursula Kirk and Sally Kemp). Multiple methods of cluster analysis were performed with 80 elementary school-age children identified as reading disabled. Students completed the NEPSY Language Domain and the NEPSY Memory and Learning Domain. Three clusters emerged which were interpreted as: (1) a No Language or Memory Deficit Subtype, (2) a Global Language and Memory Deficit Subtype, and (3) a Global Memory Deficit Subtype. This study suggested that memory-related processes, not exclusively phonologically related processes, might contribute to reading difficulties. This investigation supported the utility of a neuropsychological approach to subtyping childrens reading disabilities.


International Journal of Neuroscience | 1998

Subtyping Children's Learning Disabilities With Neuropsychological, Intellectual, and Achievement Measures

Rik Carl D'Amato; Raymond S. Dean; Robert L. Rhodes

The present study was an effort to empirically subtype childrens learning disabilities. A review of the literature was presented with a focus on current and historical subtypingattempts. A cluster analysis was performed on 1144 school-age learning disabled children who had completed extensive neuropsychologica1, intellectual, and achievement measures. Four interpretable clusters emerged which were seen as (1) Verbal-Sequential-Arithmetic Deficits, (2) Motor Speed and Cognitive Flexibility Deficits, (3) Mixed Language/Perceptual Deficits, and a (4) No Deficit Subtype. Not only did these clusters indicate unique profiles for each subtype across the sample, but developmental differences were also apparent between all four clusters. The current investigation suggested the utility of an empirical-neuropsychological approach to subtyping childrens learning disabilities, while also portraying the importance of neurodevelopnental considerations of subtypes. Future directions in research were discussed.


Developmental Neuropsychology | 1994

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

Kerry S. Lassiter; Rik Carl D'Amato; Donald J. Raggio; Janice Whitten; Achilles N. Bardos

A computerized version of the Continuous Performance Test (CPT) was administered to 104 children, ages 6 to 16 years, referred to a medical center for learning difficulties. The CPT performance of children was examined in relation to the Wide Range Achievement Test‐Revised, the Peabody Individual Achievement Test‐Revised Reading Comprehension subtest, the ADD‐H Comprehensive Teachers Rating Scale, and the Conners Parent Rating Scale. Correlations were computed to evaluate the relation between the CPT and all psychometric measures. Results indicated that the CPT was unrelated to academic functioning, but CPT commission errors correlated with behavioral measures: Commission errors were related to oppositional behavior and the Conners hyperactivity index, providing further evidence for the diagnostic utility of the CPT. Implications for clinical neuropsychology practitioners were discussed.


International Journal of Neuroscience | 2000

What factors should be considered in rehabilitation : Are anger, social desirability, and forgiveness related in adults with traumatic brain injuries?

Theresa M. Gisi; Rik Carl D'Amato

This study evaluated the relationship between anger and forgiveness from a moral developmental view, in 51 adults having mild to moderate traumatic brain injuries. Individuals with brain injuries have been reported to display problematic psychosocial sequelae including anger. The Enright Forgiveness Inventory, the State-Trait Anger Expression inventory, and the Marlowe-Crowne Social Desirability Scale were used to evaluate the relationship between forgiveness, anger, and social desirability. A significant inverse relationship was found between anger and forgiveness, and between anger and social desirability. Additional insight was obtained from open-ended questions, a demographic sheet relating to the injury, and an anger evoking incident. Findings suggested that practitioners need to attend to psychosocial factors affecting anger when conducting rehabilitation programs with patients having brain injuries.


Journal of Psychoeducational Assessment | 2003

Evaluating the Utility of the Spanish Version of the Behavior Assessment System for Children-Parent Report System

Dalene M. McCloskey; Robyn S. Hess; Rik Carl D'Amato

Parents of 55 Hispanic children between the ages of 7 and 9 years participated in a study to compare scores on the Spanish version of the Behavior Assessment System for Children-Parent Report System (el Sistema Multidimensional de Evaluación de la Conducta de los Niños) with the BASC scores from the standardization sample. The scores for each group were compared using visual inspection and a correlation procedure. Results from our Hispanic group closely resemble correlation data reported in the BASC manual, with the exception of four scales that contribute to the Behavior Symptom Index. Significant differences were noted between the Adaptive Composite and scales from other composites. The results generally support the use of the Spanish version of the BASC with Spanish-speaking parents. Some caution is urged in interpreting the results of the Withdrawal, Attention, Hyperactivity, and Atypicality scales from the Behavior Symptom Index.


School Psychology International | 2006

Addressing the Shortage of Rural School Psychologists via Technology Using Candidate Qualitative Interviews to Inform Practice

Maria K. E. Lahman; Rik Carl D'Amato; Steffanie Stecker; Elizabeth Mcgrain

For decades Colorado, USA, has had a shortage of school psychologists, especially in rural areas. The program ‘Giving Rural Areas Access to School Psychologist’ (GRAASP) was developed to meet this need by offering a technology based distance education program that trained candidates from remote sites across the state. Through the use of in-depth interviews the authors sought to answer the following question: What are the student-candidate perceptions of the GRAASP program? Students’ perceptions of their experiences added significantly to our understanding of the effectiveness of the GRAASP program. This article offers insight to educators of school psychologists and others who are considering the use of technology to train learners in remote areas to meet current shortages of qualified personnel in education and related areas.


Perceptual and Motor Skills | 1994

Comparing verbal and nonverbal intellectual functioning with the Toni and Wisc-R

Rik Carl D'Amato; Susan E. Lidiak; Kerry S. Lassiter

Cognitive ability has long been conceptualized as having verbal and nonverbal components. In this study scores on the Test of Nonverbal Intelligence were correlated with those on the Wechsler Intelligence Scale for Children—Revised for 74 subjects 6 to 15 years old which yielded Pearson values of 55 between the Verbal Scale standard scores and the nonverbal test and 58 with the Performance Scale standard scores and TONI intelligence quotients. Although the TONI has been presented as a nonverbal instrument, the correlations did not support such a view.

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Susan M. Sheridan

University of Nebraska–Lincoln

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Robyn S. Hess

University of Colorado Denver

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Achilles N. Bardos

University of Northern Colorado

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Jessica L. Singleton

University of Northern Colorado

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Kimberly J. Crews

University of Northern Colorado

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