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School Neuropsychology : A Practitioner's Handbook.

By: Hale, James B.
Contributor(s): Fiorello, Catherine A.
Material type: TextTextSeries: eBooks on Demand.Publisher: New York : Guilford Publications, 2014Copyright date: ©2004Description: 1 online resource (336 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781606232002.Subject(s): Behavioral assessment of children | Pediatric neuropsychology | School children -- Mental health services | School psychologyGenre/Form: Electronic books.Additional physical formats: Print version:: School Neuropsychology : A Practitioner's HandbookDDC classification: 618.928 Online resources: Click here to view this ebook.
Contents:
Cover -- TOCContents -- Introduction to School Neuropsychology -- Recognizing and Applying Neuropsychological Principles -- The Book's Purpose and Structure -- CHCHAPTER 1 Assessment and Intervention Practices in Educational Settings -- Foundations of Intellectual and Cognitive Assessment -- Measuring Intellectual and Cognitive Functioning -- Principles of Effective Cognitive Assessment -- Critical Issues in Assessment Service Delivery -- CHCHAPTER 2 A Model of Brain Functioning -- A Developmental Perspective -- A Review of Major Brain Structures -- The Two-Axis Model of Brain Functioning -- An Axis Divided: I. Visual Processes and the Occipital Lobe -- An Axis Divided: II. Auditory Processes and the Temporal Lobe -- An Axis Divided: III. Somatosensory Processes and the Parietal Lobe -- An Axis Integrated: Higher-Level Processes and the Frontal Lobe -- The Left-Right Axis and the Cerebral Hemispheres -- CHCHAPTER 3 Neuropsychological Approaches to Assessment Interpretation -- Developmental Neuropsychological Assessment -- The Scientific Method in Neuropsychological Assessment -- Interpreting Test Results from a Neuropsychological Perspective -- The CHT Approach to Report Writing -- CHCHAPTER 4 Linking Assessment to Intervention -- The Cognitive Hypothesis-Testing Model -- Assessment Tools for CHT -- Behavioral Neuropsychology and Problem-Solving Consultation -- Linking Assessment to Intervention: A Case Study -- CHCHAPTER 5 The Neuropsychology of Reading Disorders -- Historical Perspective on Learning Disabilities -- Characteristics of Children with Reading Disorders -- RDs and Brain Functions -- Instructional Strategies for Children with RDs -- Reading Case Study: Linking Assessment to Intervention -- CHCHAPTER 6 The Neuropsychology of Mathematics Disorders -- Characteristics of Children with Mathematics Disorders.
MDs and Brain Functions -- Instructional Strategies for Children with MDs -- Math Case Study: Linking Assessment to Intervention -- CHCHAPTER 7 The Neuropsychology of Written Language Disorders -- Characteristics of Children with Written Language Disorders -- WLDs and Brain Functions -- Written Language Case Study -- CHCHAPTER 8 Neuropsychological Principles and Psychopathology -- The Politics of Psychopathology -- Neuropsychological Basis of Emotion and Behavior -- The Comorbidity Issue and Child Psychopathology -- Selected Childhood Psychopathologies -- Case Study Presentation -- References -- IDXIndex.
Summary: 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.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
RJ486.5.H235 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=405999 Available EBC405999

Cover -- TOCContents -- Introduction to School Neuropsychology -- Recognizing and Applying Neuropsychological Principles -- The Book's Purpose and Structure -- CHCHAPTER 1 Assessment and Intervention Practices in Educational Settings -- Foundations of Intellectual and Cognitive Assessment -- Measuring Intellectual and Cognitive Functioning -- Principles of Effective Cognitive Assessment -- Critical Issues in Assessment Service Delivery -- CHCHAPTER 2 A Model of Brain Functioning -- A Developmental Perspective -- A Review of Major Brain Structures -- The Two-Axis Model of Brain Functioning -- An Axis Divided: I. Visual Processes and the Occipital Lobe -- An Axis Divided: II. Auditory Processes and the Temporal Lobe -- An Axis Divided: III. Somatosensory Processes and the Parietal Lobe -- An Axis Integrated: Higher-Level Processes and the Frontal Lobe -- The Left-Right Axis and the Cerebral Hemispheres -- CHCHAPTER 3 Neuropsychological Approaches to Assessment Interpretation -- Developmental Neuropsychological Assessment -- The Scientific Method in Neuropsychological Assessment -- Interpreting Test Results from a Neuropsychological Perspective -- The CHT Approach to Report Writing -- CHCHAPTER 4 Linking Assessment to Intervention -- The Cognitive Hypothesis-Testing Model -- Assessment Tools for CHT -- Behavioral Neuropsychology and Problem-Solving Consultation -- Linking Assessment to Intervention: A Case Study -- CHCHAPTER 5 The Neuropsychology of Reading Disorders -- Historical Perspective on Learning Disabilities -- Characteristics of Children with Reading Disorders -- RDs and Brain Functions -- Instructional Strategies for Children with RDs -- Reading Case Study: Linking Assessment to Intervention -- CHCHAPTER 6 The Neuropsychology of Mathematics Disorders -- Characteristics of Children with Mathematics Disorders.

MDs and Brain Functions -- Instructional Strategies for Children with MDs -- Math Case Study: Linking Assessment to Intervention -- CHCHAPTER 7 The Neuropsychology of Written Language Disorders -- Characteristics of Children with Written Language Disorders -- WLDs and Brain Functions -- Written Language Case Study -- CHCHAPTER 8 Neuropsychological Principles and Psychopathology -- The Politics of Psychopathology -- Neuropsychological Basis of Emotion and Behavior -- The Comorbidity Issue and Child Psychopathology -- Selected Childhood Psychopathologies -- Case Study Presentation -- References -- IDXIndex.

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.

Description based on publisher supplied metadata and other sources.

Author notes provided by Syndetics

James B. Hale, PhD, provides psychological and neuropsychological services at the Children's Evaluation and Rehabilitation Center in the Bronx, New York. He is a faculty member in the Department of Pediatrics at Albert Einstein College of Medicine and Ferkauf Graduate School of Psychology of Yeshiva University.<br> <br> Catherine A. Fiorello, PhD, is Associate Professor of School Psychology at Temple University, where she currently serves as program coordinator for school psychology. Prior to completing her doctorate, she worked as a certified school psychologist, and she continues to maintain a private practice in diagnostic assessment.<br>

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