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Best Practices in School Neuropsychology: Guidelin es for Effective Practice, Assessment, and Evidenc e–Based Intervention de D Miller

Best Practices in School Neuropsychology: Guidelin es for Effective Practice, Assessment, and Evidenc e–Based Intervention

Autor D Miller
en Limba Engleză Hardback – 28 apr 2022
The latest edition of the gold standard in school neuropsychology references In the newly revised Second Edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, a team of psychological experts delivers a thoroughly updated treatment of modern issues and challenges in school neuropsychology. The editors provide comprehensive discussions of current assessment and intervention models, best practices in assessing cognitive processes, and the important task of collaborating with parents, educators, and other professionals. This latest edition includes: * Explorations of the unique challenges posed by working with culturally diverse student populations * Clinical advice for learning specialists and neuropsychologists engaged with special populations and students with academic disabilities, processing deficits, or medical disorders * New chapters on assessment and intervention with children suffering from trauma or substance abuse Perfect for psychologists, neuropsychologists, clinicians, and academics working in or studying school environments, Best Practices in School Neuropsychology is a must-read reference for practitioners working with children and students who seek a one-stop reference for evidence-informed assessment and intervention guidelines.
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Specificații

ISBN-13: 9781119790532
ISBN-10: 1119790530
Pagini: 640
Dimensiuni: 225 x 286 x 43 mm
Greutate: 1.76 kg
Editura: Wiley
Locul publicării:Hoboken, United States

Notă biografică

Daniel C. Miller, PhD, is the Executive Director of the Woodcook Institute for the Advancement of Neurocognitive Research and Applied Practice at Texas Woman's University. He is also the Director of the School Neuropsychology Post-Graduate Certification Program of the School Neuropsychology Institute. Denise E. Maricle, PhD, is a Professor in the School of Social Work, Department of Psychology and Philosophy at Texas Woman's University in Denton, Texas. Christopher L. Bedford, PhD, is the Executive Director of the American Board of School Neuropsychology and an Associate Director at the School Neuropsychology Institute. He is also a licensed psychologist and maintains private practice in St. Paul, Minnesota. Julie A. Gettman, PhD, is Associate Director of the School Neuropsychology Institute and a licensed school psychologist. She is also the owner of Mindworks Assessment, a private practice specializing in neurocognitive assessment and intervention in children and adolescents.

Cuprins

Foreward About the Editors List of Contributors Section l: Professional Issues in School Neuropsychology 1. School Neuropsychology Specialization 2. School Neuropsychology Training and Credentialing 3. Ethical and Legal Issues Related to School Neuropsychology 4. Multicultural School Neuropsychology Section ll: Practice Issues in School Neuropsychology 5. Theories in School Neuropsychology 6. Integrating Cognitive Assessment in School Neuropsychological Evaluations 7. The Application of Neuroscience to the Practice of School Neuropsychology 8. School Neuropsychology Collaboration with Home, School, and Outside Professionals 9. "Return to Learn": School Reentry for Children Recovering from Neurological Conditions 10. Statistical and Clinical Interpretation Guidelines for School Neuropsychological Conditions 11. Importance of Assessing Effort and Motivation Section lll: Clinical Applications of School Neuropsychology: Clinical Disorders 12. Assessing and Intervening with Children with ADD/ADHD 13. Assessing and Intervening with Children with Autism Spectrum Disorders 14. Assessing and Intervening with Children with Developmental Delays 15. Assessing and Intervening with Children with Emotional Disorders 16. Assessing and Intervening with Children who are Deaf or Hard of Hearing 17. Assessing and Intervening with Visually Imparied Children 18. Assessing and Interveninig with Children who are Chronically Ill 19. Assessing and Intervening with Children with Brain Tumors 20. Assessing and Intervening with Children with Seizure Disorders 21. Assessing and Intervening with Children with Traumatic Brain Injury 22. Assessing and Intervening with Children who have been Traumatized 23. Assessing and Intervening with Children and Adolescents- Substance Use and Abuse Section IV: Clinical Applications of School Neuropsychology: Academic Disabilities 24. Assessing and Intervening with Children with Reading Disorders 25. Assessing and Intervening with Children with Written Language Disorders 26. Assessing and Intervening with Children with Mathematics Disorders 27. Assessing and Intervening with Children with Auditory Processing and Speech Language Disorders 28. Assessing and Intervening with Children with Nonverbal Learning Disabilities Section V: Clinical Application of School Neuropsychology: Functional/Processing Deficits 29. Assessing and Intervening with Children with Sensory-Motor Impairment 30. Assessing and Intervening with Children with Memory Disorders 31. Assessing and Intervening with Children with Executive Function Disorders 32. Assessing and Intervening with Children with Processing Speed Deficits Author Index Index

Descriere

Guidelines for Effective Practice Assessment and EvidenceBased Intervention. 2nd Ed.