+612 9045 4394
 
CHECKOUT
School Neuropsychology : A Practitioner's Handbook - Catherine A Fiorello

School Neuropsychology

A Practitioner's Handbook

Paperback

Published: 1st March 2004
Ships: 3 to 4 business days
3 to 4 business days
RRP $78.00
$63.50
19%
OFF

This important resource presents the latest information on brain-behavior relationships and describes ways school practitioners can apply neuropsychological principles in their work with children. Bridging the gap between neuropsychological theory, assessment, and intervention, this accessible text addresses complex topics in a straightforward, easy-to-understand fashion. The authors challenge previous conceptions about brain functions and present the cognitive hypothesis-testing model, an innovative method that helps practitioners form accurate understandings of learner characteristics and conduct meaningful and valid individualized interventions with children with a range of learning and behavior disorders. Including case studies and examples that illustrate what practitioners might actually see and do in the classroom, the volume comes in a large-size format with reproducible worksheets and forms.

"This book is the first of its kind and represents an initial step in the right direction for school psychology, especially in light of the new requirements of the Individuals with Disabilities Education Act....We praise the authors for writing this book, which definitely will be a positive addition to the school psychology and "psychology in the schools" literature."--"Applied Neuropsychology"
"This is a critically needed handbook, especially for those neuropsychologists new to the pediatric realm, and the authors have provided a very useful text to meet these objectives....a highly accessible book for anyone with a background in neuropsychology seeking to expand his or her knowledge to include pediatric assessment in an educational setting. 3 Stars."--"Doody's Electronic Journal"
"This book is highly recommended for academic libraries supporting school psychology programs."--"E-Streams"

"A useful reference for those working in this field."--"Pediatric Rehabilitation" "This book is the first of its kind and represents an initial step in the right direction for school psychology, especially in light of the new requirements of the Individuals with Disabilities Education Act....We praise the authors for writing this book, which definitely will be a positive addition to the school psychology and "psychology in the schools" literature."--"Applied Neuropsychology"
"This is a critically needed handbook, especially for those neuropsychologists new to the pediatric realm, and the authors have provided a very useful text to meet these objectives....a highly accessible book for anyone with a background in neuropsychology seeking to expand his or her knowledge to include pediatric assessment in an educational setting. 3 Stars."--"Doody's Electronic Journal"
"This book is highly recommended for academic libraries supporting school psychology programs."--"E-Streams"

"Hale and Fiorello have met their goal in this book, providing a clearly written, data-based survey of the child-centered brain/n-/behavior literature. Clinically relevant and user-friendly, this book will serve as a primary text in beginning-level graduate neuropsychology courses, and as a supplemental text in cognitive assessment courses. It is also a useful reference for clinicians and researchers working with children and adolescents."--Vincent C. Alfonso, PhD, Graduate School of Education, Fordham University

"This unique volume brings together the fundamentals of neuropsychology and brain organization with discussions of specific neurodevelopmental syndromes, their impact on learning and behavior, and practical issues of diagnosis and remediation. State-of-the-art knowledge is presented in a reader-friendly, engaging manner. This book will be an invaluable reference and guide for school psychologists, child neuropsychologists, child psychiatrists, special education professionals, and anyone else concerned with brain-behavior relationships in the educational context."--Elkhonon Goldberg, PhD, Department of Neurology, New York University School of Medicine

"Finally, another neuropsychology book geared to practitioners! This much-needed volume integrates brain-behavior relationships within an educational context. Recent research has made clear that we cannot understand individuals without studying neuropsychology, yet few resources like this one exist. Practitioners, researchers, and students will find a variety of cases, figures, forms, and charts that are helpful in the daily practice of school psychology. The text is written in a user-friendly fashion, offers a variety of essential neuropsychological information, and comprehensively reviews related assessment activities, while focusing on interventions. In sum, it offers the beginning knowledge base that is missing from so many school psychology programs."--Rik Carl D'Amato, PhD, Editor, School Psychology Quarterly; College of Education, University of Northern Colorado

Introduction to School Neuropsychologyp. 1
Recognizing and Applying Neuropsychological Principlesp. 1
The Book's Purpose and Structurep. 6
Assessment and Intervention Practices in Educational Settingsp. 9
Foundations of Intellectual and Cognitive Assessmentp. 9
Measuring Intellectual and Cognitive Functioningp. 14
Principles of Effective Cognitive Assessmentp. 18
Critical Issues in Assessment Service Deliveryp. 37
A Model of Brain Functioningp. 43
A Developmental Perspectivep. 43
A Review of Major Brain Structuresp. 45
The Two-Axis Model of Brain Functioningp. 48
Visual Processes and the Occipital Lobep. 51
Auditory Processes and the Temporal Lobep. 56
Somatosensory Processes and the Parietal Lobep. 59
An Axis Integrated: Higher-Level Processes and the Frontal Lobep. 62
The Left-Right Axis and the Cerebral Hemispheresp. 67
Neuropsychological Approaches to Assessment Interpretationp. 85
Developmental Neuropsychological Assessmentp. 85
The Scientific Method in Neuropsychological Assessmentp. 88
Interpreting Test Results from a Neuropsychological Perspectivep. 98
The CHT Approach to Report Writingp. 114
Linking Assessment to Interventionp. 128
The Cognitive Hypothesis-Testing Modelp. 128
Assessment Tools for CHTp. 132
Behavioral Neuropsychology and Problem-Solving Consultationp. 144
Linking Assessment to Intervention: A Case Studyp. 160
The Neuropsychology of Reading Disordersp. 177
Historical Perspective on Learning Disabilitiesp. 177
Characteristics of Children with Reading Disordersp. 182
RDs and Brain Functionsp. 185
Instructional Strategies for Children with RDsp. 200
Reading Case Study: Linking Assessment to Interventionp. 201
The Neuropsychology of Mathematics Disordersp. 209
Characteristics of Children with Mathematics Disordersp. 209
MDs and Brain Functionsp. 212
Instructional Strategies for Children with MDsp. 218
Math Case Study: Linking Assessment to Interventionp. 219
The Neuropsychology of Written Language Disordersp. 224
Characteristics of Children with Written Language Disordersp. 224
WLDs and Brain Functionsp. 225
Written Language Case Studyp. 238
Neuropsychological Principles and Psychopathologyp. 244
The Politics of Psychopathologyp. 244
Neuropsychological Basis of Emotion and Behaviorp. 246
The Comorbidity Issue and Child Psychopathologyp. 250
Selected Childhood Psychopathologiesp. 252
Case Study Presentationp. 276
Referencesp. 283
Indexp. 322
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9781593850111
ISBN-10: 1593850115
Series: Practical Intervention in the Schools Ser.
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 328
Published: 1st March 2004
Publisher: Guilford Publications
Country of Publication: US
Dimensions (cm): 27.31 x 20.96  x 1.91
Weight (kg): 0.7