Neuropsychology of Learning Disabilities: Essentials of Subtype Analysis

Neuropsychology of Learning Disabilities: Essentials of Subtype Analysis

by Byron P. Rourke (Editor)


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Building upon earlier attempts to create a scientific basis for subtypes of learning disabili~ties, this volume continues to examine the extent to which various subtyping schemes are valid. Like its predecessor, Neuropsychology of Learning Disabilities: Essentials of Subtype Analysis, it seeks to define such subtypes within an explicitly neuropsychol~ogical framework. Following an insightful over~view of the dimensions and clinical applications of validity to learning disability subtypes, it reports on a wide-ranging series of investigations designed to designate the content, concurrent, predictive, construct, and clinical validity of various subtyping efforts.

Product Details

ISBN-13: 9780898626445
Publisher: Guilford Publications, Inc.
Publication date: 02/01/1985
Pages: 351
Product dimensions: 6.00(w) x 9.00(h) x (d)

About the Author

Byron P. Rourke is Professor of Psychology and University Professor at the University of Windsor and a member of the faculty of the Child Study Center, School of Medicine, Yale University. Past President of the International Neuropsychological Society and of the Division of Clinical Neuropsychology of the American Psychological Association, he is cofounder and coeditor of the Journal of Clinical and Experimental Neuropsychology, The Clinical Neuropsychologist and Child Neuropsychology and serves on the editorial boards of a number of scientific and professional journals. He was the 1994 recipient of the Canadian Psychological Association's Award for Distinguished Contributions to the Practice of Psychology. His authored, coauthored, and edited books include Nonverbal Learning Disabilities Child Neuropsychology Learning Disabilities and Psychosocial Functioning, Neuropsychological Validation of Learning Disability Subtypes Neuropsychological Assessment of Childrens Neuropsychology of Learning Disabilities.


For all clinical and research psychiatrists, psychologists, pediatricians, and neurologists who wish to develop and prescribe intervention strategies for different subtypes of learn~ing disabled youngsters.

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