Neuropsychological Perspectives on Learning Disabilities in the Era of RTI: Recommendations for Diagnosis and Intervention / Edition 1

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Neuropsychological Perspectives on Learning Disabilities in the Era of RTI is a revolutionary new volume presenting the latest research-in question-and-answer format-from leading scholars about the contributions of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability identification, diagnosis, and recommended interventions.

This collective work includes contributions from more than thirty neuroscientists, neuropsychologists, clinical psychologists, and school psychologists with training in brain-behavior relationships, who explore the answers to questions including: How do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences? What do you think neuroscience has to offer laws and policies associated with learning disability determination? What do you think neuroscience has to offer the assessment and identification of learning disabilities? What role does neurocognitive science play in designing interventions in the context of RTI? What role does neuropsychology have to play in the diagnosis of learning disability? Featuring contributions from leaders in the field of neuropsychology and school psychology, and with a Foreword from Sally Shaywitz, Neuropsychological Perspectives on Learning Disabilities in the Era of RTI illuminates the contributions of neuroscience and neuropsychology to learning disability identification and current educational reform.

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Editorial Reviews

From the Publisher

"In summary, this is an excellent book that meets a real need in the field as it seeks to meld two opposing viewpoints to further the field of learning disabilities. Rather than continue the endless debate, it recommends taking the best of both techniques. It is an excellent resource for practitioners, particularly neuropsychologists and school psychologists." (PsycCRITIQUES, September 3rd, 2008)

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Product Details

  • ISBN-13: 9780470225271
  • Publisher: Wiley
  • Publication date: 2/8/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 352
  • Sales rank: 1,094,833
  • Product dimensions: 6.20 (w) x 9.27 (h) x 0.89 (d)

Table of Contents

Foreword     xi
Preface     xvii
About the Contributors     xxi
Neuropsychology and Specific Learning Disabilities: Lessons from the Past As a Guide to Present Controversies and Future Clinical Practice   Alan S. Kaufman     1
RTI, Neuroscience, and Sense: Chaos in the Diagnosis and Treatment of Learning Disabilities   Cecil R. Reynolds     14
Neuroscience and RTI: A Complementary Role   H. Lee Swanson     28
The Education Empire Strikes Back: Will RTI Displace Neuropsychology and Neuroscience from the Realm of Learning Disabilities?   Merrill Hiscock   Marcel Kinsbourne     54
Nature-Nurture Perspectives in Diagnosing and Treating Learning Disabilities: Response to Questions Begging Answers that See the Forest and the Trees   Virginia W. Berninger   James A. Holdnack     66
Compatibility of Neuropsychology and RTI in the Diagnosis and Assessment of Learning Disabilities   Cynthia A. Riccio     82
Assessment Versus Testing and Its Importance in Learning Disability Diagnosis   Julie A. Suhr, Ph.D.     99
Comprehensive Assessment Must Play a Role in RTI   Steven J. Hughes     115
The Need to Integrate Cognitive Neuroscience and Neuropsychology into an RTI Model   Daniel C. Miller     131
Neuropsychological Assessment and RTI in the Assessment of Learning Disabilities: Are They Mutually Exclusive?   David Breiger   Lawrence V. Majovski     141
Learning Disabilities: Complementary Views from Neuroscience, Neuropsychology, and Public Health   Ronald T. Brown   Brian P. Daly   Gerry A. Stefanatos     159
Integrating Science and Practice in Education   Richard Boada   Margaret Riddle   Bruce F. Pennington     179
Perspectives on RTI from Neuropsychology   Scott L. Decker   Jessica A. Carboni   Kimberly B. Oliver     192
Neuropsychological Aspects of Learning Disabilities Determination: Scientific and Cultural Considerations   Sangeeta Dey, Psy.D.     200
Identifying a Learning Disability: Not Just Product, but Process   Colin D. Elliott     210
Integrating RTI with Cognitive Neuroscience in the Assessment of Learning Disabilities   Steven G. Feifer     219
Neuropsychology and RTI: LD Policy, Diagnosis, and Interventions   Lisa A. Pass   Raymond S. Dean     238
Neuroscience, Neuropsychology, and Education: Learning to Work and Play Well with Each Other   Michael D. Franzen, Ph.D.     247
Diagnosing Learning Disabilities in Nonmajority Groups: The Challenges and Problems of Applying Nonneuropsychological Approaches   Javier Gontier   Antonio E. Puente     255
The Role of Neuroscience and Neuropsychology in the Diagnosis of Learning Differences and the RTI Paradigm   Sally L. Kemp, Ph.D.   Marit Korkman, Ph.D.     266
Q & A about the Role of Neuroscience and Neuropsychology in the Assessment and Treatment of Learning Disorders   Rosemarie Scolaro Moser, Ph.D.     279
RTI and Neuropsychology: Antithesis or Synthesis   Andrew L. Schmitt   Ronald B. Livingston   Owen Carr     287
Utilizing RTI As an Opportunity to Identify and Plan More Effective Educational Interventions for Children with Learning Disabilities   Amy Nilson Connery     297
Neuropsychology, Neuroscience, and Learning Disabilities: Brain-Behavior Relationships   Arthur MacNeill Horton, Jr.     306
Knowing Is Not Enough-We Must Apply. Willing Is Not Enough-We Must Do   Elaine Fletcher-Janzen     315
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  • Anonymous

    Posted March 3, 2012

    Who ever likes this book, yet buys it, is insane


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