Handbook of School Neuropsychology / Edition 1

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Overview

"The book is a wonderful and much-needed addition to the corpus of scientifically based literature on learning and learning disabilities, especially reading disability."
—Sally E. Shaywitz, MD Co-Director, Yale Center for the Study of Learning and Attention and author of Overcoming Dyslexia

A comprehensive reference on the theory and practice of evidence-based school neuropsychology

As new studies reveal disorders once thought behavioral or functional to be neurobiological or neurochemical in nature, clinical child neuropsychology has developed as an important discipline for understanding and treating a variety of child and adolescent disorders. With neuropsychological assessment more widely used in school settings than ever before, school psychologists require greater knowledge of both the discipline and its application in a school environment.

Bridging theory and practice, the Handbook of School Neuropsychology provides critical information on neuroanatomy, assessment, and practical, evidence-based interventions for a variety of childhood neuropsychological difficulties and disabilities. Featuring contributions from leading experts, this groundbreaking resource covers all aspects of school neuropsychology, from training and credentialing, assessment, and intervention to understanding and serving students with specific disorders or diseases.

This hands-on resource also features an appendix filled with useful tools, including a comprehensive neuropsychological questionnaire, sample neuropsychological evaluations, a list of associations, as well as sample neuropsychologically based IEPs.

The text presents the material in five sections, covering:
* Foundations of school neuropsychological practice
* Development, structure, and functioning of the brain
* Neuropsychological assessment for intervention
* Understanding and serving learners with diseases and disorders and from special populations
* Neuropsychological interventions in schools

The most comprehensive reference on the theory and practice of school neuropsychology, the Handbook of School Neuropsychology is an indispensable tool for school and child psychologists, special education professionals, and students in both fields.

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Editorial Reviews

From the Publisher
"For those working in the school system, the Handbook is likely to become the book that stays open on the desk because it is well organized, practical and substantive." (PsycCritiques, March 29, 2006, Vol 51)
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Product Details

  • ISBN-13: 9780471465508
  • Publisher: Wiley
  • Publication date: 7/22/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 984
  • Sales rank: 518,665
  • Product dimensions: 7.30 (w) x 10.10 (h) x 1.67 (d)

Meet the Author

RIK CARL D'AMATO, PhD, NCSP, is Assistant Dean and Director of theCenter for Collaborative Research in Education at the University ofNorthern Colorado, as well as Distinguished Harrison Professor ofSchool Psychology and Director of the Neuropsychology Laboratory atUNC. He also serves as Editor of School Psychology Quarterly.

ELAINE FLETCHER-JANZEN, EdD, NCSP, teaches at the University ofColorado, Colorado Springs, and consults to area school districts.She also serves as a trainer for American Guidance Service, apublisher of clinical assessment instruments for schoolpsychologists. She has edited or authored more than a dozen booksin special education, school psychology, and childneuropsychology.

CECIL R. REYNOLDS, PhD, ABPN, is Professor of EducationalPsychology, Professor of Neuroscience, and Distinguished ResearchScholar at Texas A&M University. He has written or edited morethan thirty-four books, and is the author of several widely usedpsychological assessment instruments. He is a past president ofboth the National Academy of Neuropsychology and the APA Divisionof Clinical Neuropsychology, and the current president of the APADivision of School Psychology.

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Table of Contents

SECTION: FOUNDATIONS OF SCHOOL NEUROPSYCHOLOGICAL PRACTICE.

1. School Neuropsychology: The Evolution of a Specialty inSchool Psychology (George W. Hynd and Cecil R. Reynolds).

2. Providing Neurodevelopmental, Collaborative, Consultative,and Crisis Intervention School Neuropsychology Services (KimberlyA. Root, Rik Carl D’Amato, and Cecil R. Reynolds).

SECTION II: DEVELOPMENT, STRUCTURE, AND FUNCTIONING OF THEBRAIN.

3. Foundations of Developmental Neuroanatomy (W. GrantWillis).

4. Abnormalities of Neurological Development (Cynthia A. Riccioand Kelly Pizzitola-Jarratt).

5. The Brain as a Dynamic Organ of Information Processing andLearning (Cecil R. Reynolds and Christine L. French).

6. Lateralization of Cerebral Functions and HemisphericSpecialization: Linking Behavior, Structure, and Neuroimaging(Andrew S. Davis and Raymond S. Dean).

SECTION III: NEUROPSYCHOLOGICAL ASSESSMENT FORINTERVENTION.

7. The Pediatric Neurological Examination and SchoolNeuropsychology (Tim R. Allen Jr., David Hulac, and Rik CarlD’Amato).

8. The School Neuropsychological Examination (ElaineFletcher-Janzen).

9. Clinical Interviewing and Report Writing in SchoolNeuropsychology (Janiece L. Pompa, Lora Tuesday Heathfield, andElaine Clark).

10. Evaluating and Using Long-Standing School NeuropsychologicalBatteries: The Halstead-Reitan and the Luria-NebraskaNeuropsychological Batteries (Andrew S. Davis, Judy A. Johnson, andRik Carl D’Amato).

11. Evaluating and Using Contemporary NeuropsychologicalBatteries: The NEPSY and the Dean-Woodcock Assessment System(Andrew S. Davis and Rik Carl D’Amato).

12. Evaluating and Using Qualitative Approaches toNeuropsychological Assessment (Margaret Semrud-Clikeman, AlisonWilkinson, and Tasha McMahon Wellington).

13. Assessing and Understanding Brain Function throughNeuropsychologically Based Ability Tests (John J. Brinkman Jr.,Scott L. Decker, and Raymond S. Dean).

14. Behavioral Neuroimaging: What Is It and What Does It TellUs? (Sherri L. Provencal and Erin D. Bigler).

SECTION IV: UNDERSTANDING AND SERVING LEARNERS WITH DISEASESAND DISORDERS OR FROM SPECIAL POPULATIONS.

15. Understanding and Evaluating Special Education, IDEA, ADA,NCLB, and Section 504 in School Neuropsychology (David E. McIntoshand Scott L. Decker).

16. Understanding the School Neuropsychology of Nosology,Pediatric Neuropsychiatry, and Developmental Disorders (MargaretSemrud-Clikeman, Elizabeth Portman, and Aimee Gerrard-Morris).

17. Providing Neuropsychological Services to Students withLearning Disabilities (Margaret Semrud-Clikeman, Jodene GoldenringFine, and Lana Harder).

18. Providing Neuropsychological Services to Learners withTraumatic Brain Injuries (Margaret Semrud-Clikeman, Alexandra Kutz,and Emily Strassner).

19. Neurological and Psychological Issues for Learners withSeizures (Elaine Clark and Elizabeth Christiansen).

20. School Neuropsychology of Attention-Deficit/HyperactivityDisorder (Phyllis Anne Teeter Ellison).

21. Providing Neuropsychological Services to Learners withOtitis Media and Central Auditory Processing Disorders (Dalene M.McCloskey).

22. Providing Neuropsychological Services to Learners withChronic Illnesses (James P. Donnelly).

23. Providing Neuropsychological Services to Early ChildhoodLearners (Cathy F. Telzrow, Andrea Beebe, and Julie Wojcik).

24. Fetal Alcohol Syndrome: Neuropsychological Outcomes,Psychoeducational Implications, and Prevention Models (LeAdellePhelps).

25. Providing Neuropsychological Services to Children ExposedPrenatally and Perinatally to Neurotoxins and Deprivation (Laura M.Arnstein and Ronald T. Brown).

26. Understanding the Neuropsychology of Drug Abuse (ArthurMacNeill Horton Jr. and Arthur MacNeill Horton III).

27. Providing Neuropsychological Services to Learners withLow-Incidence Disabilities (Lawrence Lewandowski).

28. Providing Neuropsychological Services to Culturally andLinguistically Diverse Learners (Robyn S. Hess and Robert L.Rhodes).

SECTION V: NEUROPSYCHOLOGICAL INTERVENTIONS IN THESCHOOLS.

29. Developing Classroom and Group Interventions Based on aNeuropsychological Paradigm (Patricia H. L. Work and Hee-sookChoi).

30. Translating Neuropsychological Evaluation Information intothe Individualized Education Plan, School Discipline Plan, andFunctional Assessments of Behavior (Lora Tuesday Heathfield,Janiece L. Pompa, and Elaine Clark).

31. Understanding and Implementing Cognitive NeuropsychologicalRetraining (Donghyung Lee and Cynthia A. Riccio).

32. Understanding and Implementing School-Family Interventionsafter Neuropsychological Impairment (Jane Close Conoley and SusanM. Sheridan).

33. Understanding and Implementing Neuropsychologically BasedLiteracy Interventions (Laurice M. Joseph).

34. Understanding and Implementing Neuropsychologically BasedArithmetic Interventions (Cherise D. Lerew).

35. Understanding and Implementing Neuropsychologically BasedWritten Language Interventions (Mary M. Chittooran and Raymond C.Tait).

36. Understanding Psychopharmacology with Learners (Thomas M.Dunn and Paul D. Retzlaff).

37. Integrating Evidence-Based Neuropsychological Services intoSchool Settings: Issues and Challenges for the Future (Matthew C.Traughber and Rik Carl D’Amato).

Appendix A: Sample Neuropsychological Questionnaire (Michael J.Tincup, Rik Carl D’Amato, Jonathan E. Titley, and Raymond S.Dean).

Appendix B: Sample Report of Psychological Examination (JaniecePompa).

Appendix C: Sample Neuropsychological Evaluation (Leesa V.Huang, Cherise D. Lerew, and Rik Carl D’Amato).

Appendix D: Sample Neuropsychological Evaluation (Kimberly A.Root, David Hulac, and Rik Carl D’Amato).

Appendix E: Sample Neuropsychological IEP (Kendra J.Bjoraker).

Appendix F: Neuropsychology Organizations and Web Sites (RikCarl D’Amato and Elizabeth A. McGrain).

Index.

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