Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodationby Noel Gregg
Pub. Date: 02/02/2009
Publisher: Guilford Publications, Inc.
Most of the literature on learning disabilities and attention-deficit/hyperactivity disorder (ADHD) focuses on the needs of elementary school–age children, but older students with these conditions also require significant support. Comprehensive and authoritative, this book helps educators and clinicians navigate the maze of laws, policies, and scientific… See more details below
Most of the literature on learning disabilities and attention-deficit/hyperactivity disorder (ADHD) focuses on the needs of elementary school–age children, but older students with these conditions also require significant support. Comprehensive and authoritative, this book helps educators and clinicians navigate the maze of laws, policies, and scientific research relating to diagnostic and intervention decision making for adolescents and adults. Leading expert Noël Gregg provides clear guidance on how to conduct and document evidence-based assessments and select appropriate instructional and testing accommodations. Featuring helpful case vignettes, decision-making flowcharts, and coverage of the latest assistive technologies, the book gives special attention to supporting students during the crucial transition from high school to higher education or vocational settings.
- Guilford Publications, Inc.
- Publication date:
- Edition description:
- New Edition
- Product dimensions:
- 6.20(w) x 9.00(h) x 1.20(d)
Table of Contents
1 Why are accommodations important 1
2 Documentation for accommodation access 20
3 Broad and specific cognitive processing 55
4 Social, emotional, and behavioral assessment and accommodation 88
5 Reading assessment and accommodation 124
6 Writing assessment and accommodation 163
7 Different symbol systems: mathematics, science, and second languages 193
8 Accommodations on large-scale assessments 224
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Most Helpful Customer Reviews
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Noel Gregg, Ph.D., recognized as a learning disabilities (LD) expert with a communications and special education background, presents a dense volume of exceedingly valuable research-based information regarding accommodations for and assessments of ADHD and all kinds of LDs. Focused only on adolescents and adults, the heart of Gregg's presentation is the application of accommodations in various environments including secondary and post-secondary education, vocational settings, and high stakes large scale standardized tests. Laws regarding allowable accommodations, along with the strategic use and effectiveness of accommodations, are discussed and summarized, and Gregg provides concrete, accessible, and seemingly unlimited resources on this topic. Particularly helpful is Gregg's thorough review of the confusing and inconsistently applied laws protecting the rights of those impaired by LD and ADHD. LD and ADHD assessment, Gregg emphasizes, requires comprehensive "process-oriented" evaluation to assess deficiencies as well as alternative problem-solving strategies developed by LD and ADHD individuals as a result of their processing deficits. Gregg comprehensively addresses disabilities in social, emotional, and behavioral areas; reading; writing; and other symbol systems including mathematics, science, and second languages in such fine detail that assessment results point directly to specific accommodations. Gregg provides detailed, informative summary tables describing the processes that should be assessed along with very instructive flow charts of the processes underlying academic skill deficiencies that lead to specific LD subtypes. Invigorated by the amount and quality of research-supported information provided to this point, the reader's enthusiasm is likely to flag somewhat following Gregg's unfavorable reviews of most established tests due to measurement, norm establishment, and interpretive problems that severely limit the appropriately detailed process-oriented tests available for this age group. Readers seeking a "how to" manual might be disappointed in the lack of clear guidance about how and when to use or develop specific tests for the assessment of various LDs and ADHD. However, Gregg exhaustively illustrates the precise cognitive procedures required for, as well as specific processing deficits that interfere with, academic skill attainment and/or demonstration. Although an attempt is made to make the material more accessible by introducing case studies at the beginning and summarizing specific points at the end of each chapter, casual readers might require additional references in order to appreciate, comprehend, and absorb the densely descriptive detail at the level provided. Critiques, however, are greatly outweighed by strengths. The density of presentation enhances the integration as well as dissociation of skills across disorders, allowing a broader and more expansive view of the relationship between underlying cognitive processes and academic skills. Further, while initially disappointing to the practitioner, Gregg's critique of traditional measures encourages awareness and re-evaluation of test validity. Gregg presents an extremely advanced and unbelievably detailed presentation of complex legal issues and research results invaluable for all professionals who specialize in documenting and differentiating subtle distinctions within subtypes of LD, and who recommend and/or implement related accommodation