Poster #30 - Neurocognitive Effects of Toxic Stress as a Rationale for Persistent Inadequate Response

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-4 - Brain, Neuroscience, and Education: Emotion, Music, Learning Styles, and Special Education

Abstract

Disproportionality and over-identification continue to concern researchers and practitioners. Some authors have suggested Response to Intervention (RTI) as a method to improve children’s skill acquisition, through better categorization. However, research has not consistently supported positive effects of RTI. I use the dialectical method to suggest researchers have not adequately focused on children’s broader experiences. The neurocognitive effects of toxic stress may manifest as low executive function (EF) and the ability to respond to intervention. Relying on cultural-historical theory, I outline a pilot study, using descriptive observation, of children during tasks to assess characteristics of cognition. Study design addresses deficiencies in EF/RTI studies and will be useful to cultural-historical researchers interested in exploring neurocognition, toxic stress, and children’s experiences with RTI.

Author

• Adam LeRoy, Saginaw Valley State University