The latest edition of the gold standard in school neuropsychology references
In the newly revised Second Edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, a team of psychological experts delivers a thoroughly updated treatment of modern issues and challenges in school neuropsychology. The editors provide comprehensive discussions of current assessment and intervention models, best practices in assessing cognitive processes, and the important task of collaborating with parents, educators, and other professionals.
This latest edition includes:
* Explorations of the unique challenges posed by working with culturally diverse student populations
* Clinical advice for learning specialists and neuropsychologists engaged with special populations and students with academic disabilities, processing deficits, or medical disorders
* New chapters on assessment and intervention with children suffering from trauma or substance abuse
Perfect for psychologists, neuropsychologists, clinicians, and academics working in or studying school environments, Best Practices in School Neuropsychology is a must-read reference for practitioners working with children and students who seek a one-stop reference for evidence-informed assessment and intervention guidelines.
Inhoudsopgave
Foreward
About the Editors
List of Contributors
Section l: Professional Issues in School Neuropsychology
1. School Neuropsychology Specialization
2. School Neuropsychology Training and Credentialing
3. Ethical and Legal Issues Related to School Neuropsychology
4. Multicultural School Neuropsychology
Section ll: Practice Issues in School Neuropsychology
5. Theories in School Neuropsychology
6. Integrating Cognitive Assessment in School Neuropsychological Evaluations
7. The Application of Neuroscience to the Practice of School Neuropsychology
8. School Neuropsychology Collaboration with Home, School, and Outside Professionals
9. ‘Return to Learn’: School Reentry for Children Recovering from Neurological Conditions
10. Statistical and Clinical Interpretation Guidelines for School Neuropsychological Conditions
11. Importance of Assessing Effort and Motivation
Section lll: Clinical Applications of School Neuropsychology: Clinical Disorders
12. Assessing and Intervening with Children with ADD/ADHD
13. Assessing and Intervening with Children with Autism Spectrum Disorders
14. Assessing and Intervening with Children with Developmental Delays
15. Assessing and Intervening with Children with Emotional Disorders
16. Assessing and Intervening with Children who are Deaf or Hard of Hearing
17. Assessing and Intervening with Visually Imparied Children
18. Assessing and Interveninig with Children who are Chronically Ill
19. Assessing and Intervening with Children with Brain Tumors
20. Assessing and Intervening with Children with Seizure Disorders
21. Assessing and Intervening with Children with Traumatic Brain Injury
22. Assessing and Intervening with Children who have been Traumatized
23. Assessing and Intervening with Children and Adolescents- Substance Use and Abuse
Section IV: Clinical Applications of School Neuropsychology: Academic Disabilities
24. Assessing and Intervening with Children with Reading Disorders
25. Assessing and Intervening with Children with Written Language Disorders
26. Assessing and Intervening with Children with Mathematics Disorders
27. Assessing and Intervening with Children with Auditory Processing and Speech Language Disorders
28. Assessing and Intervening with Children with Nonverbal Learning Disabilities
Section V: Clinical Application of School Neuropsychology: Functional/Processing Deficits
29. Assessing and Intervening with Children with Sensory-Motor Impairment
30. Assessing and Intervening with Children with Memory Disorders
31. Assessing and Intervening with Children with Executive Function Disorders
32. Assessing and Intervening with Children with Processing Speed Deficits
Author Index
Index
Over de auteur
Daniel C. Miller, Ph D, is the Executive Director of the Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice at Texas Woman’s University. He is also the Director of the School Neuropsychology Post-Graduate Certification Program of the School Neuropsychology Institute.
Denise E. Maricle, Ph D, is a Professor in the School of Social Work, Department of Psychology and Philosophy at Texas Woman’s University in Denton, Texas.
Christopher L. Bedford, Ph D, is the Executive Director of the American Board of School Neuropsychology and an Associate Director at the School Neuropsychology Institute. He is also a licensed psychologist and maintains a private practice in St. Paul, Minnesota.
Julie A. Gettman, Ph D, is Associate Director of the School Neuropsychology Institute and a licensed school psychologist. She is also the owner of Mindworks Assessment, a private practice specializing in neurocognitive assessment and intervention in children and adolescents.
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