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

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 disabilit ies, as well as other issues practitioners working with children encounter in school settings.

Spis treści:
Foreword.
Preface.
About the Editor.
Contributors.
SECTION I PROFESSIONAL ISSUES IN SCHOOL NEUROPSYCHOLOGY.
1 School Neuropsychology, an Emerging Specialization (Daniel C. Miller).
2 School Neuropsychology Training and Credentialing (Daniel C. Miller).
3 Ethical and Legal Issues Related to School Neuropsychology (Mary Joann Lang and Ann Marie T. Leonard–Zabel).
4 Multicultural School Neuropsychology (Robert L. Rhodes).
SECTION II PRACTICE ISSUES IN SCHOOL NEUROPSYCHOLOGY.
5 School Neuropsychological Assessment and Intervention (Daniel C. Miller).
6 Integrating Cognitive Assessment in School Neuropsychological Evaluations (Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz, and Agnieszka M. Dynda).
7 The Application of Neuroscience to the Practice of School Neuropsychology (Daniel C. Miller and Philip A. DeFina).
8 Linking School Neuropsychology with Response–to–Intervention Models (Douglas A. Della Toffalo).
9 School Neuropsychology Collaboration with Home, School, and Outside Professionals (Robb N. Matthews).
10 School Reentry for Children Recovering from Neurological Conditions (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 (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 (Mary Joann Lang).
13 Assessing and Intervening with Children with Asperger’s Disorder (Kathy DeOrnellas, Jacqueline Hood, an d Brooke Novales).
14 Assessing and Intervening with Children with Developmental Delays (Cristin Dooley).
15 Assessing and Intervening with Children with Externalizing Disorders (Colleen Jiron).
16 Assessing and Intervening with Children with Internalizing Disorders (Jeffrey A. Miller).
17 Assessing Children Who Are Deaf or Hard of Hearing (Kurt Metz, Margery Miller, and Tania N. Thomas–Presswood).
18 Assessing and Intervening with Visually Impaired Children and Adolescents (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 (Steven G. Feifer).
20 Assessing and Intervening with Children with Written Language Disorders (Virginia W. Berninger).
21 Assessing and Intervening with Children with Math Disorders (Denise E. Maricle, Lynsey Psimas–Fraser, Raychel C. Muenke, and Daniel C. Miller).
22 Assessing and Intervening with Children with Speech and Language Disorders (Mittie T. Quinn).
23 Assessing and Intervening with Children with Nonverbal Learning Disabilities (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 (Denise E. Maricle, Wendi Johnson, and Erin Avirett).
25 Assessing and Intervening with Children with Memory and Learning Disorders (Jeffrey A. Miller and Jessica L. Blasik).
26 Assessing and Intervening with Children with Sensory–Motor Impairment (Scott L. Decker and Andrew Davis).
27 Assessing and Intervening with Chronically Ill Children (Beth Colaluca and Jonelle Ensign).
28 Assessing and Intervening with Children with Brain Tumors (Elizabeth L. Begyn and Christine L. Castillo).
29 Assessing and Intervening with Children with Seizure Disorders (Audrea R. Youngman, Cynthia A. Riccio, and Nichole Wicker).
30 Assessing and Intervening with Children with Traumatic Brain Injury (Jennifer R. Morrison).
Appendix: Resources for School Neuropsychology.
Author Index.
Subject Index.

Nota biograficzna:
Daniel C. Miller, PhD, is a Professor and Chair of the Department of Psychology and Philosophy at Texas Woman′s University in Denton, Texas. He is a former director of the School Psychology Graduate Training Programs and past president of the National Association of School Psychologists. He is the author of Essentials of School Neuropsychological Assessment. Dr. Miller is also the President and founder of KIDS, Inc., a company that specializes in early childhood education and screening products.

Okładka tylna:
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