Description
Aiming to provide a book for learning specialists and school psychologists on the biological bases of behavior, Miller (psychology and philosophy, Texas Women's U.) provides information on school neuropsychology, including assessment and intervention models, best practices in assessing cognitive processes, and clinical applications with students with special needs, academic disabilities, processing deficits, and medical disorders. In the 30 chapters, school psychologists, neuropsychologists, clinicians, and academics from the US cover professional issues, including competency, standards, certification requirements, legal and ethical issues, and working with culturally diverse populations; practice issues such as assessing for cognitive processes, the influence of neuroscience, how neuropsychology fits with the response-to-intervention model, collaboration with parents, educators, and others, and the roles and responsibilities of the school neuropsychologist; and clinical applications with children with ADD/ADHD, autism, Asperger's Syndrome, developmental delays, hearing or visual impairments, learning disorders or sensory-motor impairments, and chronic illnesses like traumatic brain injury. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)
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<p><b>A comprehensive guide to the practice of school neuropsychology</b></p> <p>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. <p>Edited by a leading expert in school neuropsychology, <i>Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention</i> 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. <p>This insightful reference features comprehensive discussion of: <lu><li>Current school neuropsychological assessment and intervention models</li> <li>Best practices in assessing cognitive processes</li> <li>An overview of what neuroscience offers to the practice of school neuropsychology</li> <li>How school neuropsychology fits within a Response to Intervention (RTI) model</li> <li>The rationale for the importance of school psychologists’ collaboration with parents, educators, and other professionals to maximize services to children</li> <li>Clinical applications of school neuropsychology with special populations, academic disabilities, processing deficits, and medical disorders</li> <li>Unique challenges in working with culturally diverse populations</li></lu> <p>Featuring contributions from internationally renowned school psychologists, neuropsychologists, clinicians, and academics, <i>Best Practices in School Neuropsychology</i> 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. <p><b>DANIEL C. MILLER, PhD,</b> 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 <i>Essentials of School Neuropsychological Assessment.</i> 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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