Best practices in school neuropsychology : guidelines for effective practice, assessment, and evidence-based intervention

Description

Cover Title Page Copyright Page Contents About the Editors List of Contributors Foreword Section 1 Professional Issues in School Neuropsychology Chapter 1 School Neuropsychology Specialization Emergence of School Neuropsychology Reasons for a School Neuropsychology Specialization A Brief Historical Review What Does the Future Hold for School Neuropsychology? References Chapter 2 School Neuropsychology Training and Credentialing Historical Implications Related to Competency, Training, and Credentialing Competency in Practice Training Standards in Psychology Training Standards in Neuropsychology Training Standards in Pediatric and School Neuropsychology Recommended Training Standards in School Neuropsychology Pediatric and School Neuropsychology Training Programs Availability of Professional Development in Pediatric and School Neuropsychology Summary References Chapter 3 Ethical and Legal Issues Related to School Neuropsychology Ethical Principles Related to the Practice of School Neuropsychology Review of Legislation that Impacts the Roles and Functions of School Neuropsychologists Ethical and Legal Issues Related to the Practice of School Neuropsychology Informed Consent: Why This Is Important – General Rules Ethical and Legal Issues Related to Confidentiality Ethical and Legal Issues in School Neuropsychological Assessment Ethical and Legal Issues in Evidence-Based Interventions Ethical and Legal Issues in Continued Professional Development Ethical and Legal Issues in the Use of Technology Ethical and Legal Issues in Due Process and Legal Proceedings Summary References Chapter 4 Nondiscriminatory, Cross-Cultural School Neuropsychological Assessment Fundamental Considerations in the Evaluation of Diverse Individuals Evidence-Based Neuropsychological Tests and Assessment Multilingual Testing in Neuropsychological Assessment Summary References Section 2 Practice Issues in School Neuropsychology Chapter 5 The Integrated SNP/CHC Model Integrated SNP/CHC Model Summary References Chapter 6 An Integrative Theoretical Framework for Cognitive Test Interpretation in School Neuropsychological Evaluations Introduction Integrated Fluid-Crystallized Theories of Cognitive Abilities and Cross-Battery Assessment Methods of SLD Identification School Neuropsychological Assessment Correspondence Between Neuropsychological Domains and CHC Abilities and Processes An Interpretive Framework that Integrates Lurian, Neuropsychological, and Psychometric Perspectives Summary References Chapter 7 Recent Advances in Neuroscience Relevant to School Neuropsychology Translating Brain Research into Educational Practice Translating Neuroscience into Individual Intervention Advances in Neuropsychology Translating Neuroscience into School Neuropsychology Practice Types of Brain Imaging Advances in Neurorehabilitation Summary References Chapter 8 School Neuropsychology Collaboration with Home, School, and Outside Professionals Members of the Team Collaborating as a Group Summary References Chapter 9 Return to Learn: School Reentry for Children Recovering from Neurological Conditions: Communication and Collaboration School Knowledge and Training School Reentry Beginning the Reintegration Process Understanding Educational Impact 504 vs. IEP State Brain Injury Models Large Urban School District BI Model Summary References Chapter 10 Statistical and Clinical Interpretation Guidelines for School Neuropsychological Assessment Basic Statistics to Describe Unique Characteristics of Individuals Reliable and Valid Measurement Types of Validity Reliability and Validity Understanding Composite Scores Difference Scores Prediction Summary References Chapter 11 Importance of Assessing Effort and Motivation Definitions of Terms Background of Performance Validity Testing Developmental and Cognitive Correlates Importance for School Neuropsychologists Incidence Among Disorders Understanding and Evaluating Performance Validity Test Options Integrating Effort Measures into Practice When and How Many Effort Measures? How to or To Proceed if a Student Fails a PVT? How Do I Write About Them in a Report? Summary References Section 3 Clinical Applications of School Neuropsychology: Clinical Disorders Chapter 12 Assessing and Intervening with Children with ADHD Prevalence and Impact on Children and Adolescents Neuroanatomy of ADHD ADHD Risk Factors ADHD in the Integrated SNP/CHC Model Rating Forms Interventions and Accommodations Summary References Chapter 13 Assessing and Intervening with Children with Autism Spectrum Disorders The Organizational Visual Framework Quantitative and Qualitative Measures Linking the Assessment to Practical Interventions and Supports Case Study Summary References Chapter 14 Assessing and Intervening with Children with Developmental Delays Special Education Eligibility Classification Clinical Definition of Developmental Delay Considerations for Assessment of Developmental Delays Early Identification Associated Risk Factors Cultural Factors Assessment of Neurocognitive Domains Facilitators/Inhibitors Acquired Knowledge Summary References Chapter 15 Assessing and Intervening with Children with Emotional Disorders Defining ED Two Developments that Reshaped the ED Landscape Best Practices with the Emigres Mental Illness and Social Maladjustment: From Regular Education to Special Education Neurobiological Bases of ED A Best Practice Approach to the Assessment of ED Summary References Chapter 16 Assessing and Intervening with Children Who Are Deaf and Hard of Hearing Introduction School Neuropsychological Assessment for Deaf and Hard-of-Hearing Students Integration and Application of the Integrated SNP/CHC Model Special Considerations for the Mainstream Setting Summary References Chapter 17 Assessing and Intervening with Children who are Visually Impaired Issues Related to Test Development Considerations in Test Selection and Evaluation of the VI/B Student Data Gathering with VI/Blind Populations Accommodation and Remediation of Identified Deficits Summary References Chapter 18 Assessing and Intervening with Children who are Chronically Ill Introduction Central Nervous System (CNS) Infection or Compromise Chronic Medical Illnesses Endocrinological Disorders Organ Transplants Children with a History of Acquired or Congenital Brain Damage Children with Neurodevelopmental Risk Factors Summary References Chapter 19 Assessing and Intervening with Children with Brain Tumors How Cancer Happens Summary References Chapter 20 Assessing and Intervening with Children with Seizure Disorders Introduction What Is Epilepsy? Epilepsy Terminology Epilepsy Diagnosis and Treatment Treatment-Related Issues Epilepsy Syndromes Life Effects of Epilepsy Integrating Epilepsy into the School Neuropsychological Model Summary References Chapter 21 Assessing and Intervening with Children with Traumatic Brain Injury Introduction and Overview Special Considerations for Pediatric TBI Neurocognitive Deficits Associated with TBI Recovery from TBI and Long-Term Implications School Neuropsychological Assessment of Children with TBI TBI Rehabilitation and Intervention Summary References Chapter 22 Assessing and Intervening with Children who have been Traumatized Defining Trauma Trauma and the Brain Stress and Trauma Testing Measures Interventions and Strategies Post-Trauma Cognitive Processes Facilitators and Inhibitors Acquired Knowledge Sensorimotor Functioning Social, Emotional, Environmental, and Cultural Factors References Chapter 23 Assessing and Intervening with Children and Adolescents Exposed to Neurotoxins Carbon Monoxide Poisoning Lead (Pb) Exposure Summary References Section 4 Clinical Applications of School Neuropsychology: Academic Disabilities Chapter 24 Assessing and Intervening with Children with Reading Disorders Defining Reading Disorders The Acquisition of Reading and the Dual-Route Model Types of Dyslexia: One Size Does Not Fit All Using the Integrated SNP/CHC Model for Identification and Intervention of Reading Disorders Suggestions for the Identification of Phonologically Based Reading Disorders Identifying Orthographically Based Reading Disorders Suggestions for the Identification of Orthographically Based Reading Disorders Linking Interventions to Assessment Results Summary References Chapter 25 Assessing and Intervening with Children with Written Language Disorders What Is Dysgraphia? Dysgraphia and the Brain Attention Word Retrieval Working Memory Executive Functions Motoric Output Subtypes of Dysgraphia Graphomotor Dysgraphia Dyslexic Dysgraphia Assessing Written Expression Introducing the Feifer Assessment of Writing Summary References Chapter 26 Best Practices in Assessing and Intervening with Children with Math Disorders Definitions Math Subtypes Neuropsychological Correlates of Mathematics Functions School Neuropsychological Assessment of Math Disorders Cattell, Horn, and Carroll Theory of Cognitive Abilities: Specific Areas Involved in Mathematics Evidence-Based Interventions for the Treatment of Children with Math Disorders Future Research References Chapter 27 Assessing and Intervening with Children with Auditory Processing Disorders Introduction Behaviors Multi-systems and Comorbidity Assessment of APD Factors that Predispose One to an APD The Impact of Early Otitis Media on Auditory Processing Skills Speech-Language Pathology Assessment Quantitative Versus Qualitative Data Confounding Variables When Testing: Pitfalls Treatment Management Compensatory Strategies Treatment Programs Applications and Technology with Practical Solutions Summary References Chapter 28 Assessing and Intervening with Children with Nonverbal Learning Disabilities Developmental vs. Medically Based NLD NLD Models Diagnostic Criteria Comorbidity Neurological Bases of NVLD Neuropsychological Assessment Interventions for NLD Summary References Section 5 Clinical Applications of School Neuropsychology: Functional/Processing Deficits Chapter 29 Assessing and Intervening with Children with Sensorimotor Impairment Assessment of Sensorimotor Functions in Neuropsychology Assessment of Sensory Systems Assessment of Sensory Processing Lateral Preference Sensory Functions Somatosensory System Motor Functions Visual-Motor Integration Interventions Summary References Chapter 30 Assessing and Intervening with Children who have Difficulties with Learning and Memory Specific Memory Processes Neuroanatomy of Memory Relationship with Other Neurocognitive Processes Relationship with Achievement Informal Assessment Procedures Selective, Multi-battery Testing Identifying Subtests that Measure Specific Memory Processes Analyzing Multi-battery Test Results Using Assessment Results to Guide Treatment Working Memory Interventions Long-Term Memory Interventions Accommodations Case Study Summary References Chapter 31 Assessing and Intervening with Children with Executive Function Disorders Definitions of Executive Functions Neurological Bases of Executive Functions Developmental Aspects of Executive Functions Impairment in Executive Functioning Assessment of Executive Functions in Children and Adolescents Broad-Based Measures Measures Examining Constructs Specific to Executive Functions Recommendations for Assessment of Executive Functions in Children and Adolescents Summary References Chapter 32 Assessing and Intervening with Children with Processing Speed Deficits What Is Processing Speed? Neurological Bases of Processing Speed Processing Speed Related to Academic Achievement Processing Speed Related to Other Cognitive Processes Processing Speed and Sex Differences Processing Speed Deficits in Clinical Populations Theoretical Models of Processing Speed Interventions for Improving Processing Speed Summary References Index EULA