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

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An insightful look at the role of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability diagnosis, treatment, and policy reform

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 neuro-science 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: 1,446,182
  • Product dimensions: 6.20 (w) x 9.27 (h) x 0.89 (d)

Meet the Author

Elaine Fletcher-Janzen, EdD, NCSP, has been a schoolpsychologist in the public schools and neuropsychiatric inpatientsettings for the past twenty-four years. She has coedited andauthored fourteen books and reference works.

Cecil R. Reynolds, PhD, is the author of more than 300scholarly publications and author or editor of forty-five booksincluding the Encyclopedia of Special Education, ThirdEdition (Wiley) with Elaine Fletcher-Janzen. He is Editor ofApplied Neuropsychology and author of several widely usedtests of personality and behavior.

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Table of Contents

Chapter 1. Neuropsychology and Specific Learning Disabilities:Lessons from the Past as a Guide to Present Controversies andFuture Clinical Practice (By Alan S. Kaufman).

Chapter 2. RTI, Neuroscience, and Sense: Chaos in the Diagnosisand Treatment of Learning Disabilities (By Cecil R.Reynolds).

Chapter 3. Neuroscience and RTI: A Complementary Role (By H.Lee Swanson).

Chapter 4. The Education Empire Strikes Back: Will RTI DisplaceNeuropsychology and Neuroscience from the Realm of LearningDisabilities (By Merrill Hiscock and Marcel Kinsbourne)?

Chapter 5. Nature-Nurture Perspectives in Diagnosing andTreating Learning Disabilities: Response to Questions BeggingAnswers That See the Forest and the Trees (By Virginia W.Berninger and James A. Holdnack).

Chapter 6. Compatibility of Neuropsychology and RTI in theDiagnosis and Assessment of Learning Disabilities (By Cynthia A.Riccio).

Chapter 7. Assessment versus Testing and its Importance inLearning Disability Diagnosis (By Julie A. Suhr).

Chapter 8. Comprehensive Assessment Must Play a Role in RTI (BySteven J. Hughes).

Chapter 9. The Need to Integrate Cognitive Neuroscience andNeuropsychology into a RTI Model (By Daniel C. Miller).

Chapter 10. Neuropsychological Assessment and RTI in theAssessment of Learning Disabilities: Are They Mutually Exclusive(By David Breiger and Lawrence V. Majovski)?

Chapter 11. Learning Disabilities: Complementary Views fromNeuroscience, Neuropsychology, and Public Health (By Ronald T.Brown, Brian P. Daly, and Gerry A. Stefanatos).

Chapter 12. Integrating Science and Practice in Education (ByRichard Boada, Margaret Riddle, and Bruce F.Pennington).

Chapter 13. Perspectives on RTI from Neuropsychology (ByScott L. Decker, Jessica A. Carboni, and Kimberly B.Oliver).

Chapter 14. Neuropsychological Aspects of Learning DisabilitiesDetermination: Scientific and Cultural Considerations (BySangeeta Dey).

Chapter 15. Identifying a Learning Disability: Not Just Product,but Process (By Colin D. Elliott).

Chapter 16. Integrating RTI with Cognitive Neuroscience in theAssessment of Learning Disabilities (By Steven G.Feifer).

Chapter 17. Neuropsychology and the Implications for Policy,Diagnosis, and RTI By Lisa A. Pass and Raymond S. Dean).

Chapter 18. Neuroscience, Neuropsychology, and Education:Learning to Work and Play Well with Each Other (By Michael D.Franzen).

Chapter 19. Diagnosing Learning Disabilities in Non-MajorityGroups: The Challenges and Problems of ApplyingNon-Neuropsychological Approaches (By Javier Gontier and AntonioE. Puente).

Chapter 20. The Role of Neuroscience and Neuropsychology in theDiagnosis of Learning Differences and the RTI Paradigm (By SallyL. Kemp and Marit Korkman).

Chapter 21. Q & A about the Role of Neuroscience andNeuropsychology in the Assessment and Treatment of LearningDisorders (By Rosemarie Scolaro Moser).

Chapter 22. RTI and Neuropsychology: Antithesis or Synthesis (ByAndrew L. Schmitt, Ronald B. Livingston, and Owen Carr).

Chapter 23. Utilizing RTI as an Opportunity to Identify and PlanMore Effective Educational Interventions for Children with LearningDisabilities (By Amy Nilson Connery).

Chapter 24. Neuropsychology, Neuroscience, and LearningDisabilities: Brain Behavior Relationships (By Arthur MacNeillHorton, Jr.).

Chapter 25. Knowing Is Not Enough — We Must Apply. Willing IsNot Enough – We Must Do (By ElaineFletcher-Janzen).

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


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