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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:
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Current school neuropsychological assessment and intervention models
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Best practices in assessing cognitive processes
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An overview of what neuroscience offers to the practice of school neuropsychology
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How school neuropsychology fits within a Response to Intervention (RTI) model
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The rationale for the importance of school psychologists' collaboration with parents, educators, and other professionals to maximize services to children
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Clinical applications of school neuropsychology with special populations, academic disabilities, processing deficits, and medical disorders
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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.
- Sales Rank: #853311 in Books
- Published on: 2009-11-02
- Original language: English
- Number of items: 1
- Dimensions: 10.30" h x 2.52" w x 7.40" l, 3.72 pounds
- Binding: Hardcover
- 864 pages
About the Author
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.
Most helpful customer reviews
11 of 11 people found the following review helpful.
Essential Resource for School Psychologists Interested in School Neuropsychology
By Donna Wilson, Ph.D.
Best Practices in School Neuropsychology is a well-written guidebook for school psychologists who believe that an important goal of education is to provide experiences that result in maximum possible learning for individual students and who wish to pursue a brain-based and cognitive route to practice. This book is of particular importance when considering the education of learners with diverse neurobiological systems who arrive at school with great variations in their readiness to succeed academically. The field of school neuropsychology offers guidance to school psychologists for both assessing these individuals and assisting teachers to remediate student challenges and teach to learners' strengths.
Importantly, in the foreword by Elaine Fletcher-Janzen, the reader is reminded of the importance of neuroscientific findings in the area of reading. Specifically, that the brain has a greater degree of plasticity than once thought and that through educational interventions we can achieve long-term positive reading outcomes. Later, Fletcher-Janzen continues `Executive functions, for example, are critical to reading comprehension.' Today when psychologists examine executive functions we can also see how the child's attention and memory work. Exploring these and other cognitive functions can assist school psychologists to guide other educators in order to differentiate instruction.
The editor implies that as the 1990s, the so called `Decade of the Brain,' fade into the past and each decade brings more excitement and information about human potential, it seems that school psychologists interested in the brain and cognitive connections have a meaningful part to play both in research and practice. School neuropsychologists can bring important knowledge about cognitive processes to the discussion of brain function and student achievement to inform research as well as practice in schools.
This book is organized broadly around three topics: 1) Professional issues in school neuropsychology, 2) Practice issues in school neuropsychology, and 3) Clinical applications in school neuropsychology. Editor, Daniel Miller, has provided a book that contains current and key information for school psychologists who may be interested in obtaining further education in the field, or those who may want to read to enhance their understanding of the brain and cognition, for example in areas such as RTI (Response to Intervention) and assessment of children with various learning challenges including academic disabilities, processing deficits, and medical disorders. Lastly, it should be mentioned that also included is `the rationale for the importance of school psychologists' collaboration with parents, educators and other professionals' in the community and `unique challenges in working with culturally diverse populations.'
Donna Wilson, Ph.D.
0 of 0 people found the following review helpful.
Five Stars
By Merci
great resource!
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