Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention

Description

A comprehensive guide to the practice of school neuropsychology 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.Content: Chapter 1 School Neuropsychology, An Emerging Specialization (pages 1–18): Daniel C. MillerChapter 2 School Neuropsychology Training and Credentialing (pages 19–40): Daniel C. MillerChapter 3 Ethical and Legal Issues Related to School Neuropsychology (pages 41–60): Mary Joann Lang and Ann Marie T. Leonard?ZabelChapter 4 Multicultural School Neuropsychology (pages 61–77): Robert L. RhodesChapter 5 School Neuropsychological Assessment and Intervention (pages 80–100): Daniel C. MillerChapter 6 Integrating Cognitive Assessment in School Neuropsychological Evaluations (pages 101–140): Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz and Agnieszka M. DyndaChapter 7 The Application of Neuroscience to the Practice of School Neuropsychology (pages 141–157): Daniel C. Miller and Philip A. DefinaChapter 8 Linking School Neuropsychology with Response?To?Intervention Models (pages 159–183): Douglas A. Della ToffaloChapter 9 School Neuropsychology Collaboration with Home, School, and Outside Professionals (pages 185–205): Robb N. MatthewsChapter 10 School Reentry for Children Recovering from Neurological Conditions (pages 207–222): H. Thompson Prout, Ginger Depp Cline and Susan M. ProutChapter 11 Assessment and Intervention Practices for Children with ADHD and Other Frontal?Striatal Circuit Disorders (pages 224–279): James B. Hale, Linda A. Reddy, Gabrielle Wilcox, Amy McLaughlin, Lisa Hain, Amy Stern, Julie Henzel and Eleazar EusebioChapter 12 Assessing and Intervening with Children with Autism Spectrum Disorders (pages 281–303): Mary Joann LangChapter 13 Assessing and Intervening with Children with Asperger's Disorder (pages 305–328): Kathy Deornellas, Jacqueline Hood and Brooke NovalesChapter 14 Assessing and Intervening with Children with Developmental Delays (pages 329–357): Cristin DooleyChapter 15 Assessing and Intervening with Children with Externalizing Disorders (pages 359–386): Colleen JironChapter 16 Assessing and Intervening with Children with Internalizing Disorders (pages 387–417): Jeffrey A. MillerChapter 17 Assessing Children Who Are Deaf or Hard of Hearing (pages 419–463): Kurt Metz, Margery Miller and Tania N. Thomas?PresswoodChapter 18 Assessing and Intervening with Visually Impaired Children and Adolescents (pages 465–479): Jack G. Dial and Catherine L. DialChapter 19 Assessing and Intervening with Children with Reading Disorders (pages 482–505): Steven G. FeiferChapter 20 Assessing and Intervening with Children with Written Language Disorders (pages 507–520): Virginia W. BerningerChapter 21 Assessing and Intervening with Children with Math Disorders (pages 521–549): Denise E. Maricle, Lynsey Psimas?Fraser, Raychel C. Muenke and Daniel C. MillerChapter 22 Assessing and Intervening with Children with Speech and Language Disorders (pages 551–578): Mittie T. QuinnChapter 23 Assessing and Intervening with Children with Nonverbal Learning Disabilities (pages 579–596): Jed Yalof and Marie C. McGrathChapter 24 Assessing and Intervening in Children with Executive Function Disorders (pages 598–640): Denise E. Maricle, Wendi Johnson and Erin AvirettChapter 25 Assessing and Intervening with Children with Memory and Learning Disorders (pages 641–671): Jeffrey A. Miller and Jessica L. BlasikChapter 26 Assessing and Intervening with Children with Sensory?Motor Impairment (pages 673–692): Scott L. Decker and Andrew DavisChapter 27 Assessing and Intervening with Chronically Ill Children (pages 693–736): Beth Colaluca and Jonelle EnsignChapter 28 Assessing and Intervening with Children with Brain Tumors (pages 737–765): Elizabeth L. Begyn and Christine L. CastilloChapter 29 Assessing and Intervening with Children with Seizure Disorders (pages 767–791): Audrea R. Youngman, Cynthia A. Riccio and Nichole WickerChapter 30 Assessing and Intervening with Children with Traumatic Brain Injury (pages 793–816): Jennifer R. Morrison