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

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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.

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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

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  1. Rik Carl D'Amato
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Correspondence to Rik Carl D'Amato.

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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

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