Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation (Cambridge Child and Adolescent Psychiatry)

Kaufman, Alan S. [Editor]; Kaufman, Nadeen L. [Editor];

ISBN 10: 0521658403 / ISBN 13: 9780521658409

Published by Cambridge University Press, 2001

About this Item

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Bibliographic Details

• Title: Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation (Cambridge Child and Adolescent Psychiatry)
• Publisher: Cambridge University Press
• Publication Date: 2001
• Language: English
• ISBN 10: 0521658403
• ISBN 13: 9780521658409
• Binding: paperback
• Condition: New
• Weight: 36 ounces

About this title

Synopsis

The assessment of specific learning disabilities and disorders (SLD) has long been a controversial topic whose definition, diagnosis, and treatment have been vigorously debated for decades. However, in recent times there have been many new assessment tools devised for measuring intelligence and neuropsychological functioning, extending well beyond the scope of Wechsler's scales. In this cutting-edge survey, an international team of leaders in the field examines the available methods. Many of the contributors are themselves the developers of the most recent assessment tests. The authors of each chapter evaluate the diversity of clinical applications of these new instruments in SLD, and their important implications for educational intervention. The historical context and the underlying neuropsychological and cognitive theory are also expertly examined. This book will be essential reading for any practitioner or trainee dealing with specific learning issues in young people.

Book Description

In recent times many new assessment tools have been developed for measuring intelligence and neuropsychological functioning in young people. In this cutting-edge examination, an expert international team looks at all the available methods. Many of the authors are themselves the developers of recent assessment tests. The authors evaluate the diversity of clinical applications, and the implications for educational intervention, and give the historical context and theory behind the tests examined. This book will be essential reading for any practitioner dealing with learning problems in young people.