Handbook of School Neuropsychology

ISBN-13: 9780471465508 / Angielski / Twarda / 2005 / 984 str.

Rik C. D'Amato; Elaine Fletcher-Janzen; Cecil R. Reynolds

Opis

"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.

Recenzje

"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)

Spis treści

SECTION: FOUNDATIONS OF SCHOOL NEUROPSYCHOLOGICAL PRACTICE.

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

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

SECTION II: DEVELOPMENT, STRUCTURE, AND FUNCTIONING OF THE BRAIN.

3. Foundations of Developmental Neuroanatomy (W. Grant Willis).

4. Abnormalities of Neurological Development (Cynthia A. Riccio and Kelly Pizzitola–Jarratt).

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

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

SECTION III: NEUROPSYCHOLOGICAL ASSESSMENT FOR INTERVENTION.

7. The Pediatric Neurological Examination and School Neuropsychology (Tim R. Allen Jr., David Hulac, and Rik Carl D Amato).

8. The School Neuropsychological Examination (Elaine Fletcher–Janzen).

9. Clinical Interviewing and Report Writing in School Neuropsychology (Janiece L. Pompa, Lora Tuesday Heathfield, and Elaine Clark).

10. Evaluating and Using Long–Standing School Neuropsychological Batteries: The Halstead–Reitan and the Luria–Nebraska Neuropsychological Batteries (Andrew S. Davis, Judy A. Johnson, and Rik Carl D Amato).

11. Evaluating and Using Contemporary Neuropsychological Batteries: The NEPSY and the Dean–Woodcock Assessment System (Andrew S. Davis and Rik Carl D Amato).

12. Evaluating and Using Qualitative Approaches to Neuropsychological Assessment (Margaret Semrud–Clikeman, Alison Wilkinson, and Tasha McMahon Wellington).

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

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

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

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

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

17. Providing Neuropsychological Services to Students with Learning Disabilities (Margaret Semrud–Clikeman, Jodene Goldenring Fine, and Lana Harder).

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

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

20. School Neuropsychology of Attention–Deficit/Hyperactivity Disorder (Phyllis Anne Teeter Ellison).

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

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

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

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

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

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

27. Providing Neuropsychological Services to Learners with Low–Incidence Disabilities (Lawrence Lewandowski).

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

SECTION V: NEUROPSYCHOLOGICAL INTERVENTIONS IN THE SCHOOLS.

29. Developing Classroom and Group Interventions Based on a Neuropsychological Paradigm (Patricia H. L. Work and Hee–sook Choi).

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

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

32. Understanding and Implementing School–Family Interventions after Neuropsychological Impairment (Jane Close Conoley and Susan M. Sheridan).

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

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

35. Understanding and Implementing Neuropsychologically Based Written 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 into School 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 (Janiece Pompa).

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 (Rik Carl D Amato and Elizabeth A. McGrain).

Index.

O autorze

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

ELAINE FLETCHER–JANZEN, EdD, NCSP, teaches at the University of Colorado, Colorado Springs, and consults to area school districts. She also serves as a trainer for American Guidance Service, a publisher of clinical assessment instruments for school psychologists. She has edited or authored more than a dozen books in special education, school psychology, and child neuropsychology.

CECIL R. REYNOLDS, PhD, ABPN, is Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A&M University. He has written or edited more than thirty–four books, and is the author of several widely used psychological assessment instruments. He is a past president of both the National Academy of Neuropsychology and the APA Division of Clinical Neuropsychology, and the current president of the APA Division of School Psychology.