Neuropsychological Perspectives on Learning Disabilities in the Era of RTI: Recommendations for Diagnosis and Intervention - Softcover

Softcover

ISBN 10: 0470225270 ISBN 13: 9780470225271

Publisher: Wiley, 2008

Synopsis

An insightful look at the role of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability diagnosis, treatment, and policy reform

Neuropsychological Perspectives on Learning Disabilities in the Era of RTI is a revolutionary new volume presenting the latest research―in question-and-answer format―from leading scholars about the contributions of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability identification, diagnosis, and recommended interventions.

This collective work includes contributions from more than thirty neuroscientists, neuropsychologists, clinical psychologists, and school psychologists with training in brain-behavior relationships, who explore the answers to questions including:

• How do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences??
• What do you think neuroscience has to offer laws and policies associated with learning disability determination?
• What do you think neuroscience has to offer the assessment and identification of learning disabilities?
• What role does neurocognitive science play in designing interventions in the context of RTI?
• What role does neuropsychology have to play in the diagnosis of learning disability?

Featuring contributions from leaders in the field of neuropsychology and school psychology, and with a Foreword from Sally Shaywitz, Neuropsychological Perspectives on Learning Disabilities in the Era of RTI illuminates the contributions of neuro-science and neuropsychology to learning disability identification and current educational reform.

About this title

About the Author

Elaine Fletcher-Janzen, EdD, NCSP, has been a school psychologist in the public schools and neuropsychiatric inpatient settings for the past twenty-four years. She has coedited and authored fourteen books and reference works.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of forty-five books including the Encyclopedia of Special Education, Third Edition (Wiley) with Elaine Fletcher-Janzen. He is Editor of Applied Neuropsychology and author of several widely used tests of personality and behavior.

From the Back Cover

An insightful look at the role of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability diagnosis, treatment, and policy reform

Neuropsychological Perspectives on Learning Disabilities in the Era of RTI is a revolutionary new volume presenting the latest research in question-and-answer format from leading scholars about the contributions of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability identification, diagnosis, and recommended interventions.

This collective work includes contributions from more than thirty neuroscientists, neuropsychologists, clinical psychologists, and school psychologists with training in brain-behavior relationships, who explore the answers to questions including:

• How do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences??

• What do you think neuroscience has to offer laws and policies associated with learning disability determination?

• What do you think neuroscience has to offer the assessment and identification of learning disabilities?

• What role does neurocognitive science play in designing interventions in the context of RTI?

• What role does neuropsychology have to play in the diagnosis of learning disability?

Featuring contributions from leaders in the field of neuropsychology and school psy-chology, and with a Foreword from Sally Shaywitz, Neuropsychological Perspectives on Learning Disabilities in the Era of RTI illuminates the contributions of neuro-science and neuropsychology to learning disability identification and current educational reform.

From the Inside Flap

An insightful look at the role of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability diagnosis, treatment, and policy reform

Neuropsychological Perspectives on Learning Disabilities in the Era of RTI is a revolutionary new volume presenting the latest research—in question-and-answer format—from leading scholars about the contributions of neuroscience and neuropsychology as it relates to Response to Intervention (RTI) in learning disability identification, diagnosis, and recommended interventions.

This collective work includes contributions from more than thirty neuroscientists, neuropsychologists, clinical psychologists, and school psychologists with training in brain-behavior relationships, who explore the answers to questions including:

• How do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences??

• What do you think neuroscience has to offer laws and policies associated with learning disability determination?

• What do you think neuroscience has to offer the assessment and identification of learning disabilities?

• What role does neurocognitive science play in designing interventions in the context of RTI?

• What role does neuropsychology have to play in the diagnosis of learning disability?

Featuring contributions from leaders in the field of neuropsychology and school psy-chology, and with a Foreword from Sally Shaywitz, Neuropsychological Perspectives on Learning Disabilities in the Era of RTI illuminates the contributions of neuro-science and neuropsychology to learning disability identification and current educational reform.

Edition details

• Publisher: Wiley
• Publication date: 2008
• Language: English
• ISBN 10: 0470225270
• ISBN 13: 9780470225271
• Binding: Paperback
• Edition number: 1
• Number of pages: 352
• Editor: Fletcher-Janzen Elaine, Reynolds Cecil R.