Best practices in school neuropsychology 2nd Edition by Daniel C Miller, Denise E Maricle, Christopher L Bedford, Julie A Gettman ISBN 9781119790532 1119790530

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ISBN 10: 1119790530
ISBN 13: 9781119790532
Author: Daniel C Miller, Denise E Maricle, Christopher L Bedford, Julie A Gettman

The latest edition of the gold standard in school neuropsychology references

In the newly revised Second Edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, a team of psychological experts delivers a thoroughly updated treatment of modern issues and challenges in school neuropsychology. The editors provide comprehensive discussions of current assessment and intervention models, best practices in assessing cognitive processes, and the important task of collaborating with parents, educators, and other professionals.

This latest edition includes:

• Explorations of the unique challenges posed by working with culturally diverse student populations
• Clinical advice for learning specialists and neuropsychologists engaged with special populations and students with academic disabilities, processing deficits, or medical disorders
• New chapters on assessment and intervention with children suffering from trauma or substance abuse

Perfect for psychologists, neuropsychologists, clinicians, and academics working in or studying school environments, Best Practices in School Neuropsychology is a must-read reference for practitioners working with children and students who seek a one-stop reference for evidence-informed assessment and intervention guidelines

Best practices in school neuropsychology 2nd Edition Table of contents:

SECTION I: PROFESSIONAL ISSUES IN SCHOOL NEUROPSYCHOLOGY

1 School Neuropsychology Specialization

Emergence of School Neuropsychology

Reasons for a School Neuropsychology Specialization

A Brief Historical Review

What Does the Future Hold for School Neuropsychology?

REFERENCES

2 School Neuropsychology Training and Credentialing

Historical Implications Related to Competency, Training, and Credentialing

Competency in Practice

Training Standards in Psychology

Training Standards in Neuropsychology

Training Standards in Pediatric and School Neuropsychology

Recommended Training Standards in School Neuropsychology

Pediatric and School Neuropsychology Training Programs

Availability of Professional Development in Pediatric and School Neuropsychology

SUMMARY

REFERENCES

3 Ethical and Legal Issues Related to School Neuropsychology

Ethical Principles Related to the Practice of School Neuropsychology

Review of Legislation that Impacts the Roles and Functions of School Neuropsychologists

Ethical and Legal Issues Related to the Practice of School Neuropsychology

Informed Consent: Why This Is Important – General Rules

Ethical and Legal Issues Related to Confidentiality

Ethical and Legal Issues in School Neuropsychological Assessment

Ethical and Legal Issues in Evidence-Based Interventions

Ethical and Legal Issues in Continued Professional Development

Ethical and Legal Issues in the Use of Technology

Ethical and Legal Issues in Due Process and Legal Proceedings

SUMMARY

REFERENCES

4 Nondiscriminatory, Cross-Cultural School Neuropsychological Assessment

Fundamental Considerations in the Evaluation of Diverse Individuals

Evidence-Based Neuropsychological Tests and Assessment

Multilingual Testing in Neuropsychological Assessment

SUMMARY

REFERENCES

SECTION II: PRACTICE ISSUES IN SCHOOL NEUROPSYCHOLOGY

5 The Integrated SNP/CHC Model

Integrated SNP/CHC Model

SUMMARY

REFERENCES

6 An Integrative Theoretical Framework for Cognitive Test Interpretation in School Neuropsychological Evaluations

Introduction

Integrated Fluid-Crystallized Theories of Cognitive Abilities and Cross-Battery Assessment

Methods of SLD Identification

School Neuropsychological Assessment

Correspondence Between Neuropsychological Domains and CHC Abilities and Processes

An Interpretive Framework that Integrates Lurian, Neuropsychological, and Psychometric Perspectives

SUMMARY

REFERENCES

NOTES

7 Recent Advances in Neuroscience Relevant to School Neuropsychology

Translating Brain Research into Educational Practice

Translating Neuroscience into Individual Intervention

Advances in Neuropsychology

Translating Neuroscience into School Neuropsychology Practice

Types of Brain Imaging

Advances in Neurorehabilitation

SUMMARY

REFERENCES

8 School Neuropsychology Collaboration with Home, School, and Outside Professionals

Members of the Team

Collaborating as a Group

SUMMARY

REFERENCES

9 Return to Learn: School Reentry for Children Recovering from Neurological Conditions

Communication and Collaboration

School Knowledge and Training

School Reentry

Beginning the Reintegration Process

Understanding Educational Impact

504 vs. IEP

State Brain Injury Models

Large Urban School District BI Model

SUMMARY

REFERENCES

10 Statistical and Clinical Interpretation Guidelines for School Neuropsychological Assessment

Basic Statistics to Describe Unique Characteristics of Individuals

Reliable and Valid Measurement

Types of Validity

Reliability and Validity

Understanding Composite Scores

Difference Scores

Prediction

SUMMARY

REFERENCES

11 Importance of Assessing Effort and Motivation

Definitions of Terms

Background of Performance Validity Testing

Developmental and Cognitive Correlates

Importance for School Neuropsychologists

Incidence Among Disorders

Understanding and Evaluating Performance Validity Test Options

Integrating Effort Measures into Practice

When and How Many Effort Measures?

How to or To Proceed if a Student Fails a PVT?

How Do I Write About Them in a Report?

SUMMARY

REFERENCES

SECTION III: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: CLINICAL DISORDERS

12 Assessing and Intervening with Children with ADHD

Prevalence and Impact on Children and Adolescents

Neuroanatomy of ADHD

ADHD Risk Factors

ADHD in the Integrated SNP/CHC Model

Rating Forms

Interventions and Accommodations

SUMMARY

REFERENCES

13 Assessing and Intervening with Children with Autism Spectrum Disorders

The Organizational Visual Framework

Quantitative and Qualitative Measures

Linking the Assessment to Practical Interventions and Supports

Case Study

SUMMARY

REFERENCES

14 Assessing and Intervening with Children with Developmental Delays

Special Education Eligibility Classification

Clinical Definition of Developmental Delay

Considerations for Assessment of Developmental Delays

Early Identification

Associated Risk Factors

Cultural Factors

Evaluator Knowledge and Flexibility

Assessment of Neurocognitive Domains

Facilitators/Inhibitors

Acquired Knowledge

SUMMARY

REFERENCES

15 Assessing and Intervening with Children with Emotional Disorders

Defining ED

Two Developments that Reshaped the ED Landscape

Best Practices with the Emigres

Mental Illness and Social Maladjustment: From Regular Education to Special Education

Neurobiological Bases of ED

A Best Practice Approach to the Assessment of ED

SUMMARY

REFERENCES

16 Assessing and Intervening with Children Who Are Deaf and Hard of Hearing

Introduction

School Neuropsychological Assessment for Deaf and Hard-of-Hearing Students

Integration and Application of the Integrated SNP/CHC Model

Special Considerations for the Mainstream Setting

SUMMARY

REFERENCES

17 Assessing and Intervening with Children who are Visually Impaired

Issues Related to Test Development

Considerations in Test Selection and Evaluation of the VI/B Student

Data Gathering with VI/Blind Populations

Accommodation and Remediation of Identified Deficits

SUMMARY

REFERENCES

18 Assessing and Intervening with Children who are Chronically Ill

Introduction

Central Nervous System (CNS) Infection or Compromise

Chronic Medical Illnesses

Endocrinological Disorders

Organ Transplants

Children with a History of Acquired or Congenital Brain Damage

Children with Neurodevelopmental Risk Factors

SUMMARY

REFERENCES

19 Assessing and Intervening with Children with Brain Tumors

How Cancer Happens

SUMMARY

REFERENCES

NOTE

20 Assessing and Intervening with Children with Seizure Disorders

Introduction

What Is Epilepsy?

Epilepsy Terminology

Epilepsy Diagnosis and Treatment

Treatment-Related Issues

Epilepsy Syndromes

Life Effects of Epilepsy

Integrating Epilepsy into the School Neuropsychological Model

SUMMARY

REFERENCES

21 Assessing and Intervening with Children with Traumatic Brain Injury

Introduction and Overview

Special Considerations for Pediatric TBI

Neurocognitive Deficits Associated with TBI

Recovery from TBI and Long-Term Implications

School Neuropsychological Assessment of Children with TBI

TBI Rehabilitation and Intervention

SUMMARY

REFERENCES

22 Assessing and Intervening with Children who have been Traumatized

Defining Trauma

Trauma and the Brain

Stress and Trauma Testing Measures

Interventions and Strategies Post-Trauma

Cognitive Processes

Facilitators and Inhibitors

Acquired Knowledge

Sensorimotor Functioning

Social, Emotional, Environmental, and Cultural Factors

REFERENCES

23 Assessing and Intervening with Children and Adolescents Exposed to Neurotoxins

Carbon Monoxide Poisoning

Lead (Pb) Exposure

SUMMARY

REFERENCES

NOTES

SECTION IV: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: ACADEMIC DISABILITIES

24 Assessing and Intervening with Children with Reading Disorders

Defining Reading Disorders

The Acquisition of Reading and the Dual-Route Model

Types of Dyslexia: One Size Does Not Fit All

Using the Integrated SNP/CHC Model for Identification and Intervention of Reading Disorders

Suggestions for the Identification of Phonologically Based Reading Disorders

Identifying Orthographically Based Reading Disorders

Suggestions for the Identification of Orthographically Based Reading Disorders

Linking Interventions to Assessment Results

SUMMARY

REFERENCES

NOTE

25 Assessing and Intervening with Children with Written Language Disorders

What Is Dysgraphia?

Dysgraphia and the Brain

Attention

Word Retrieval

Working Memory

Executive Functions

Motoric Output

Subtypes of Dysgraphia

Graphomotor Dysgraphia

Dyslexic Dysgraphia

Assessing Written Expression

Introducing the Feifer Assessment of Writing

SUMMARY

REFERENCES

26 Best Practices in Assessing and Intervening with Children with Math Disorders

Definitions

Math Subtypes

Neuropsychological Correlates of Mathematics Functions

School Neuropsychological Assessment of Math Disorders

Cattell, Horn, and Carroll Theory of Cognitive Abilities: Specific Areas Involved in Mathematics

Evidence-Based Interventions for the Treatment of Children with Math Disorders

Future Research

REFERENCES

27 Assessing and Intervening with Children with Auditory Processing Disorders

Introduction

Behaviors

Multi-systems and Comorbidity

Assessment of APD

Factors that Predispose One to an APD

The Impact of Early Otitis Media on Auditory Processing Skills

Speech-Language Pathology Assessment

Quantitative Versus Qualitative Data

Confounding Variables When Testing: Pitfalls

Treatment

Management

Compensatory Strategies

Treatment Programs

Applications and Technology with Practical Solutions

SUMMARY

REFERENCES

28 Assessing and Intervening with Children with Nonverbal Learning Disabilities

Developmental vs. Medically Based NLD

NLD Models

Diagnostic Criteria

Comorbidity

Neurological Bases of NVLD

Neuropsychological Assessment

Interventions for NLD

SUMMARY

REFERENCES

SECTION V: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: FUNCTIONAL/PROCESSING DEFICITS

29 Assessing and Intervening with Children with Sensorimotor Impairment

Assessment of Sensorimotor Functions in Neuropsychology

Assessment of Sensory Systems

Assessment of Sensory Processing

Lateral Preference

Sensory Functions

Somatosensory System

Motor Functions

Visual-Motor Integration

Interventions

SUMMARY

REFERENCES

30 Assessing and Intervening with Children who have Difficulties with Learning and Memory

Specific Memory Processes

Neuroanatomy of Memory

Relationship with Other Neurocognitive Processes

Relationship with Achievement

Informal Assessment Procedures

Selective, Multi-battery Testing

Identifying Subtests that Measure Specific Memory Processes

Analyzing Multi-battery Test Results

Using Assessment Results to Guide Treatment

Working Memory Interventions

Long-Term Memory Interventions

Accommodations

Case Study

SUMMARY

REFERENCES

31 Assessing and Intervening with Children with Executive Function Disorders

Definitions of Executive Functions

Neurological Bases of Executive Functions

Developmental Aspects of Executive Functions

Impairment in Executive Functioning

Assessment of Executive Functions in Children and Adolescents

Broad-Based Measures

Measures Examining Constructs Specific to Executive Functions

Recommendations for Assessment of Executive Functions in Children and Adolescents

SUMMARY

REFERENCES

32 Assessing and Intervening with Children with Processing Speed Deficits

What Is Processing Speed?

Neurological Bases of Processing Speed

Processing Speed Related to Academic Achievement

Processing Speed Related to Other Cognitive Processes

Processing Speed and Sex Differences

Processing Speed Deficits in Clinical Populations

Theoretical Models of Processing Speed

Interventions for Improving Processing Speed

SUMMARY

REFERENCES

INDEX

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Tags: Daniel C Miller, Denise E Maricle, Christopher L Bedford, Julie A Gettman, school neuropsychology