Best Practices in School Neuropsychology: Guidelines for by Daniel C. Miller

By Daniel C. Miller

A accomplished consultant to the perform of college neuropsychology

It is a thrilling time to specialise in university neuropsychology, with numerous theoretically and psychometrically sound evaluate tools to be had for practitioners to exploit of their reviews of youngsters with distinct wishes. but the sector faces the demanding situations of creating evidence-based linkages among review and interventions and of broadening its ways to culturally diversified populations.

Edited by means of a number one professional in class neuropsychology, Best Practices at school Neuropsychology: directions for powerful perform, evaluation, and Evidence-Based Intervention addresses those demanding situations and their suggestions and gives studying experts and college psychologists with transparent insurance and important info in this burgeoning quarter of perform inside institution psychology.

This insightful reference good points entire dialogue of:

  • Current institution neuropsychological evaluate and intervention models

  • Best practices in assessing cognitive processes

  • An evaluate of what neuroscience bargains to the perform of college neuropsychology

  • How university neuropsychology matches inside of a reaction to Intervention (RTI) model

  • The purpose for the significance of college psychologists' collaboration with mom and dad, educators, and different execs to maximise prone to children

  • Clinical functions of faculty neuropsychology with distinctive populations, educational disabilities, processing deficits, and scientific disorders

  • Unique demanding situations in operating with culturally diversified populations

Featuring contributions from across the world popular institution psychologists, neuropsychologists, clinicians, and teachers, Best Practices at school Neuropsychology is the 1st publication of its style to offer most sensible practices and evidence-informed guidance for the evaluate and intervention of kids with studying disabilities, in addition to different concerns practitioners operating with young ones stumble upon at school settings.

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Sample text

Chapter 28 in this book reviews the best practices of assessing and intervening with children who have brain tumors. CHILDREN WITH A CENTRAL NERVOUS SYSTEM INFECTION OR COMPROMISE Many children in the schools have medical disorders that compromise the central nervous system (CNS) and may lead to transient or chronic neurocognitive deficits. These disorders include, but are not limited to, asthma, HIV/AIDS, hydrocephalus, juvenile diabetes, leukemia, and end-stage renal disease. These disorders and their associated neuropsychological deficits are reviewed by Miller (2007, pp.

However, the need to move beyond assessment only for the sake of diagnosis to a model that links assessment to prescriptive interventions laid the foundation for the next stage in clinical neuropsychology, called the functional profile stage (Miller, 2007). The functional profile stage (1970s–1990s) described the period in clinical neuropsychology and the emerging specialization of school neuropsychology. In the 1970s, there were three major factors that helped to reshape neuropsychology: (1) Neuropsychologists who specialized in working with children started to question the logic of using downward extensions of adult assessment models and applying these to children, (2) neuropsychologists started to question the validity of neuropsychological test batteries to localize brain lesions and predict recovery of functions, and (3) the emergence of noninvasive brain imaging techniques that replaced the need for neuropsychological tests to make inferences regarding the site of brain lesions or dysfunction (Miller, 2007).

D. (2007). Differential ability scales – II. San Antonio, TX: Harcourt Assessment, Inc. Fagan, T. K. (2002). School psychology: Recent descriptions, continued expansion, and an ongoing paradox. School Psychology Review, 31, 5–10. Golden, C. J. (1986). Manual for the Luria-Nebraska neuropsychological battery: Children’s revision. Los Angeles: Western Psychological Services. Golden, C. , Hammeke, T. , & Purish, A. D. (1978). Diagnostic validity of a standardized neuropsychological battery derived from Luria’s neuropsychological tests.

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