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Doody's Review ServiceReviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: School neuropsychology is more than the application of neuropsychology to children. There are very specific illnesses that arise in the context of tightly defined regulations and eligibility for accommodations in the public school system that general neuropsychologists need to be aware of before wading into clinical cases that will intersect with the school system.
Purpose: "Part of the Essentials of Psychological Assessment series, this book sets the foundation for the field of school neuropsychology and provides practitioners with relevant guidelines for practice in this field. "
Audience: This book is aimed at school psychologists and doctoral level neuropsychologists who practice in the schools. The author is well versed and currently practicing in this field.
Features: For readers in psychology, the Essentials series is like an old friend from graduate school. This series has long provided students with a quick reference to topics of interest during their formative years. As such, the format and content organization will be immediately familiar, with rapid reference boxes throughout and short quizzes at the end of each chapter. Because recent entries in this series have seen a decline in the quality of the content, readers might have a similar concern about this book, but this is unfounded. The book is thorough in its coverage of issues with a balanced approach to some of the ongoing controversies. The author's position is made clear as either supported by science or merely weighted opinion. There is sage advice about the approach and competent practice of this field from a general perspective, as well as specific examples. The author hits upon some of the finer, more advanced points of practice in the field that are often missed by novices or inadequately trained individuals overreaching their scope of practice. Readers will be well served by absorbing and integrating this information. There is an extensive case study to illustrate the points of the first half of the book, followed by domain-specific chapters on cognitive functioning in the second half with associated descriptions of available tests for that domain. These later chapters also integrate information about specific disorders that cause deficiencies in the cognitive domain of interest. Although there are updated references, many of these are related to new versions of tests and there is not as much updated practice content as might be expected. Nevertheless, the references remain pertinent and relevant.
Assessment: For readers interested in the burgeoning field of school neuropsychology, this is a propitious asset not only for the clinical content, but also for the professional acumen.