The significance of CHC human cognitive abilities based diagnostic assessment for learning disorders
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| Format: | Recurso digital |
| Sprache: | Englisch |
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2024
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| _version_ | 1866901044685963264 |
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| author | Chia, Kok Hwee |
| author_facet | Chia, Kok Hwee |
| contents | <p>This paper presents the Cattell-Horn-Carroll (CHC) Model of Cognitive Abilities-Based Educational Therapy as a comprehensive, neurocognitively grounded framework for psychoeducational diagnosis and intervention. Drawing from the CHC theory of intelligence and integrating cognitive, conative, affective, and sensory domains, the model situates learning disorders within a broader biopsychosocial and neurodevelopmental context. Educational Therapy (EdTx), formally recognized by the World Health Organization since 1986 under the International Classification of Diseases (ICD code 93.82), is conceptualized as a non-pharmacological, psychoeducational diagnostic and treatment approach encompassing intervention, rehabilitation, and management. The paper discusses comorbidities of learning disorders, outlines the hierarchy of abilities and skills, and illustrates how CHC-informed assessment informs individualized educational planning. Implications for interdisciplinary collaboration, early identification of prodromal symptoms, and integration with neuroimaging and genetic verification are explored. </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18850079 |
| institution | Zenodo |
| language | eng |
| publishDate | 2024 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The significance of CHC human cognitive abilities based diagnostic assessment for learning disorders Chia, Kok Hwee CHC Theory Educational Therapy Cognitive Abilities Comorbidity Psychoeducational Diagnosis <p>This paper presents the Cattell-Horn-Carroll (CHC) Model of Cognitive Abilities-Based Educational Therapy as a comprehensive, neurocognitively grounded framework for psychoeducational diagnosis and intervention. Drawing from the CHC theory of intelligence and integrating cognitive, conative, affective, and sensory domains, the model situates learning disorders within a broader biopsychosocial and neurodevelopmental context. Educational Therapy (EdTx), formally recognized by the World Health Organization since 1986 under the International Classification of Diseases (ICD code 93.82), is conceptualized as a non-pharmacological, psychoeducational diagnostic and treatment approach encompassing intervention, rehabilitation, and management. The paper discusses comorbidities of learning disorders, outlines the hierarchy of abilities and skills, and illustrates how CHC-informed assessment informs individualized educational planning. Implications for interdisciplinary collaboration, early identification of prodromal symptoms, and integration with neuroimaging and genetic verification are explored. </p> |
| title | The significance of CHC human cognitive abilities based diagnostic assessment for learning disorders |
| topic | CHC Theory Educational Therapy Cognitive Abilities Comorbidity Psychoeducational Diagnosis |
| url | https://doi.org/10.5281/zenodo.18850079 |