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More About This Title Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention
English
It is an exciting time to specialize in school neuropsychology, with countless theoretically and psychometrically sound assessment instruments available for practitioners to use in their evaluations of children with special needs. Yet the field faces the challenges of establishing evidence-based linkages between assessment and interventions and of broadening its approaches to culturally diverse populations.
Edited by a leading expert in school neuropsychology, Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention addresses these challenges and their solutions and provides learning specialists and school psychologists with clear coverage and vital information on this burgeoning area of practice within school psychology.
This insightful reference features comprehensive discussion of:
Current school neuropsychological assessment and intervention models
Best practices in assessing cognitive processes
An overview of what neuroscience offers to the practice of school neuropsychology
How school neuropsychology fits within a Response to Intervention (RTI) model
The rationale for the importance of school psychologists' collaboration with parents, educators, and other professionals to maximize services to children
Clinical applications of school neuropsychology with special populations, academic disabilities, processing deficits, and medical disorders
Unique challenges in working with culturally diverse populations
Featuring contributions from internationally renowned school psychologists, neuropsychologists, clinicians, and academics, Best Practices in School Neuropsychology is the first book of its kind to present best practices and evidence-informed guidelines for the assessment and intervention of children with learning disabilities, as well as other issues practitioners working with children encounter in school settings.
English
English
Preface xvii
About the Editor xxi
Contributors xxiii
SECTION I: PROFESSIONAL ISSUES IN SCHOOL NEUROPSYCHOLOGY
1 School Neuropsychology, an Emerging Specialization 3
Daniel C. Miller
2 School Neuropsychology Training and Credentialing 19
Daniel C. Miller
3 Ethical and Legal Issues Related to School Neuropsychology 41
Mary Joann Lang and Ann Marie T. Leonard-Zabel
4 Multicultural School Neuropsychology 61
Robert L. Rhodes
SECTION II: PRACTICE ISSUES IN SCHOOL NEUROPSYCHOLOGY
5 School Neuropsychological Assessment and Intervention 81
Daniel C. Miller
6 Integrating Cognitive Assessment in School Neuropsychological Evaluations 101
Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz, and Agnieszka M. Dynda
7 The Application of Neuroscience to the Practice of School Neuropsychology 141
Daniel C. Miller and Philip A. DeFina
8 Linking School Neuropsychology with Response-to-Intervention Models 159
Douglas A. Della Toffalo
9 School Neuropsychology Collaboration with Home, School, and Outside Professionals 185
Robb N. Matthews
10 School Reentry for Children Recovering from Neurological Conditions 207
H. Thompson Prout, Ginger Depp Cline, and Susan M. Prout
SECTION III: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: SPECIAL POPULATIONS
11 Assessment and Intervention Practices for Children with ADHD and Other Frontal-Striatal Circuit Disorders 225
James B. Hale, Linda A. Reddy, Gabrielle Wilcox, Amy McLaughlin, Lisa Hain, Amy Stern, Julie Henzel, and Eleazar Eusebio
12 Assessing and Intervening with Children with Autism Spectrum Disorders 281
Mary Joann Lang
13 Assessing and Intervening with Children with Asperger's Disorder 305
Kathy DeOrnellas, Jacqueline Hood, and Brooke Novales
14 Assessing and Intervening with Children with Developmental Delays 329
Cristin Dooley
15 Assessing and Intervening with Children with Externalizing Disorders 359
Colleen Jiron
16 Assessing and Intervening with Children with Internalizing Disorders 387
Jeffrey A. Miller
17 Assessing Children Who Are Deaf or Hard of Hearing 419
Kurt Metz, Margery Miller, and Tania N. Thomas-Presswood
18 Assessing and Intervening with Visually Impaired Children and Adolescents 465
Jack G. Dial and Catherine L. Dial
SECTION IV: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: ACADEMIC DISABILITIES
19 Assessing and Intervening with Children with Reading Disorders 483
Steven G. Feifer
20 Assessing and Intervening with Children with Written Language Disorders 507
Virginia W. Berninger
21 Assessing and Intervening with Children with Math Disorders 521
Denise E. Maricle, Lynsey Psimas-Fraser, Raychel C. Muenke, and Daniel C. Miller
22 Assessing and Intervening with Children with Speech and Language Disorders 551
Mittie T. Quinn
23 Assessing and Intervening with Children with Nonverbal Learning Disabilities 579
Jed Yalof and Marie C. McGrath
SECTION V: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: PROCESSING DEFICITS
24 Assessing and Intervening in Children with Executive Function Disorders 599
Denise E. Maricle, Wendi Johnson, and Erin Avirett
25 Assessing and Intervening with Children with Memory and Learning Disorders 641
Jeffrey A. Miller and Jessica L. Blasik
26 Assessing and Intervening with Children with Sensory-Motor Impairment 673
Scott L. Decker and Andrew Davis
27 Assessing and Intervening with Chronically Ill Children 693
Beth Colaluca and Jonelle Ensign
28 Assessing and Intervening with Children with Brain Tumors 737
Elizabeth L. Begyn and Christine L. Castillo
29 Assessing and Intervening with Children with Seizure Disorders 767
Audrea R. Youngman, Cynthia A. Riccio, and Nichole Wicker
30 Assessing and Intervening with Children with Traumatic Brain Injury 793
Jennifer R. Morrison
Appendix: Resources for School Neuropsychology 817
Author Index 821
Subject Index 851
