Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention

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Daniel C. Miller
John Wiley & Sons, Oct 15, 2009 - Psychology - 864 pages
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A comprehensive guide to the practice of school neuropsychology

It is an exciting time to specialize in school neuropsychology, with countless theoretically and psychometrically sound assessment instruments available for practitioners to use in their evaluations of children with special needs. Yet the field faces the challenges of establishing evidence-based linkages between assessment and interventions and of broadening its approaches to culturally diverse populations.

Edited by a leading expert in school neuropsychology, Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention addresses these challenges and their solutions and provides learning specialists and school psychologists with clear coverage and vital information on this burgeoning area of practice within school psychology.

This insightful reference features comprehensive discussion of:

  • Current school neuropsychological assessment and intervention models

  • Best practices in assessing cognitive processes

  • An overview of what neuroscience offers to the practice of school neuropsychology

  • How school neuropsychology fits within a Response to Intervention (RTI) model

  • The rationale for the importance of school psychologists' collaboration with parents, educators, and other professionals to maximize services to children

  • Clinical applications of school neuropsychology with special populations, academic disabilities, processing deficits, and medical disorders

  • Unique challenges in working with culturally diverse populations

Featuring contributions from internationally renowned school psychologists, neuropsychologists, clinicians, and academics, Best Practices in School Neuropsychology is the first book of its kind to present best practices and evidence-informed guidelines for the assessment and intervention of children with learning disabilities, as well as other issues practitioners working with children encounter in school settings.

 

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Contents

CONTENTS
11
School Neuropsychology Training and Credentialing 19
19
Ethical and Legal Issues Related to School Neuropsychology
41
Multicultural School Neuropsychology
61
PRACTICE ISSUES IN SCHOOL NEUROPSYCHOLOGY
79
Integrating Cognitive Assessment in School
101
Linking School Neuropsychology with
159
School Neuropsychology Collaboration with Home
185
Assessing and Intervening with Visually Impaired
465
CLINICAL APPLICATIONS OF SCHOOL
481
Assessing and Intervening with Children with Written
507
Assessing and Intervening with Children with Speech
551
Assessing and Intervening with Children with Nonverbal
579
CLINICAL APPLICATIONS OF SCHOOL
597
CONTENTS
641
Assessing and Intervening with Chronically Ill Children
693

School Reentry for Children Recovering from
207
CLINICAL APPLICATIONS OF SCHOOL
223
Assessing and Intervening with Children with Autism
281
Assessing Children Who Are Deaf or Hard of Hearing
419
Assessing and Intervening with Children with Brain Tumors
737
Resources for School Neuropsychology
817
Subject Index
851
Copyright

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About the author (2009)

Daniel C. Miller, PhD, is a Professor and Chair of the Department of Psychology and Philosophy at Texas Woman's University in Denton, Texas. He is a former director of the School Psychology Graduate Training Programs and past president of the National Association of School Psychologists. He is the author of Essentials of School Neuropsychological Assessment. Dr. Miller is also the President and founder of KIDS, Inc., a company that specializes in early childhood education and screening products.

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