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

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Elaine Fletcher-Janzen, Cecil R. Reynolds
John Wiley & Sons, Jun 1, 2010 - Psychology - 352 pages
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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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Contents

Title Page
Preface
About theContributors Chapter
LANGUAGE APPROACHTOSLD SAMKIRKS INTEGRATION OF THE TWO MODELS
OF LEARNING DISABILITY WITH
IN
WHAT DO YOU THINK NEUROSCIENCE HAS TO OFFER
IntegratingRTI
THEASSESSMENT AND HOWWILLFUTURE DEVELOPMENTS IN NEUROSCIENCE
Assessment
WITH KNOWLEDGE FROM
Will RTIDisplace
THE ASSESSMENT AND IDENTIFICATION
WHAT ROLE DOES NEUROPSYCHOLOGY HAVE TO PLAY
AFFECT HOW WE CLASSIFY
REFERENCES

Chaos in theDiagnosis and Treatment
WHAT DO YOU THINK NEUROSCIENCE HAS TO OFFER
IN THE DIAGNOSIS OF LEARNING DISORDERS?
ComplementaryViews from
LAWS AND POLICIES ASSOCIATED WITH
IN DESIGNING INTERVENTIONS IN
THE ASSESSMENT AND IDENTIFICATION
THE ASSESSMENTAND
Neuropsychology inthe
Interventions
LAWS ANDPOLICIES
HOW WILL FUTURE DEVELOPMENTS IN NEUROSCIENCE
WHAT
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About the author (2010)

Elaine Fletcher-Janzen, EdD, NCSP, has been a school psychologist in the public schools and neuropsychiatric inpatient settings for the past twenty-four years. She has coedited and authored fourteen books and reference works.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of forty-five books including the Encyclopedia of Special Education, Third Edition (Wiley) with Elaine Fletcher-Janzen. He is Editor of Applied Neuropsychology and author of several widely used tests of personality and behavior.

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