D'Amato Rik Carl, Crepeau-Hobson Franci, Huang Leesa V, Geil Molly
University of Northern Colorado, Greeley, Colorado 80639, USA.
Neuropsychol Rev. 2005 Jun;15(2):97-103. doi: 10.1007/s11065-005-7092-5.
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.
本文认为，与传统缺陷模型视角相比，当在生态神经心理学视角下对学习障碍儿童进行评估和干预时，他们能得到更好的服务。传统缺陷模型视角是医学和教育环境中主要的干预方法。缺陷方法将问题概念化为存在于儿童自身内部，这种方法的主要后果是几乎没有花时间去分析学习环境或其他可能影响儿童在学术环境中取得成功的能力的系统。因此，康复努力取得的成功有限。相比之下，生态神经心理学是一种基于优势的方法，在对有学习困难的学生进行评估、诊断和干预时，会考虑儿童以及他/她所互动的系统。
