Best Practices in School Neuropsychology: Guidelines for Effective Practice, Ass

Description: Best Practices in School Neuropsychology by Daniel C. Miller, Denise E. Maricle, Christopher L. Bedford, Julie A. Gettman Guidelines for Effective Practice Assessment and EvidenceBased Intervention. 2nd Ed. FORMAT Hardcover CONDITION Brand New Publisher Description 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 populationsClinical advice for learning specialists and neuropsychologists engaged with special populations and students with academic disabilities, processing deficits, or medical disordersNew 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. Back Cover An accurate and up-to-date discussion of practice and procedure in school neuropsychology In the newly revised second edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention , a team of distinguished psychology practitioners and educators delivers a robust and authoritative discussion of the most relevant issues and challenges that arise in modern school neuropsychology. The book explores current assessment and intervention models and best practices in assessing cognitive processes. It also examines the critical task of collaborating with parents, educators, and other professionals. Best Practices in School Neuropsychology explores: The distinctive challenges posed by assessing and treating children in culturally diverse student populations. Clinical advice for learning specialists and psychologists engaged in work with special populations and students with academic disabilities, processing deficits, or medical disorders. Brand-new content covering trauma, substance abuse, ADHD, exposure to toxins, processing speed, and assessment of effort. Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention is a must-read reference for psychologists, neuropsychologists, clinicians, and academics who specialize in treatment of school-age populations. Its also an ideal one-stop resource for practitioners working with children and students who seek evidence-informed assessment and intervention guidelines. Flap An accurate and up-to-date discussion of practice and procedure in school neuropsychology In the newly revised second edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention , a team of distinguished psychology practitioners and educators delivers a robust and authoritative discussion of the most relevant issues and challenges that arise in modern school neuropsychology. The book explores current assessment and intervention models and best practices in assessing cognitive processes. It also examines the critical task of collaborating with parents, educators, and other professionals. Best Practices in School Neuropsychology explores: The distinctive challenges posed by assessing and treating children in culturally diverse student populations. Clinical advice for learning specialists and psychologists engaged in work with special populations and students with academic disabilities, processing deficits, or medical disorders. Brand-new content covering trauma, substance abuse, ADHD, exposure to toxins, processing speed, and assessment of effort. Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention is a must-read reference for psychologists, neuropsychologists, clinicians, and academics who specialize in treatment of school-age populations. Its also an ideal one-stop resource for practitioners working with children and students who seek evidence-informed assessment and intervention guidelines. Author Biography Daniel C. Miller, PhD, is the Executive Director of the Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice at Texas Womans University. He is also the Director of the School Neuropsychology Post-Graduate Certification Program of the School Neuropsychology Institute. Denise E. Maricle, PhD, is a Professor in the School of Social Work, Department of Psychology and Philosophy at Texas Womans University in Denton, Texas. Christopher L. Bedford, PhD, is the Executive Director of the American Board of School Neuropsychology and an Associate Director at the School Neuropsychology Institute. He is also a licensed psychologist and maintains a private practice in St. Paul, Minnesota. Julie A. Gettman, PhD, is Associate Director of the School Neuropsychology Institute and a licensed school psychologist. She is also the owner of Mindworks Assessment, a private practice specializing in neurocognitive assessment and intervention in children and adolescents. Table of Contents Foreward About the Editors List of Contributors Section l: Professional Issues in School Neuropsychology1. School Neuropsychology Specialization2. School Neuropsychology Training and Credentialing3. Ethical and Legal Issues Related to School Neuropsychology4. Multicultural School NeuropsychologySection ll: Practice Issues in School Neuropsychology5. Theories in School Neuropsychology 6. Integrating Cognitive Assessment in School Neuropsychological Evaluations7. The Application of Neuroscience to the Practice of School Neuropsychology8. School Neuropsychology Collaboration with Home, School, and Outside Professionals9. "Return to Learn": School Reentry for Children Recovering from Neurological Conditions10. Statistical and Clinical Interpretation Guidelines for School Neuropsychological Conditions11. Importance of Assessing Effort and MotivationSection lll: Clinical Applications of School Neuropsychology: Clinical Disorders12. Assessing and Intervening with Children with ADD/ADHD13. Assessing and Intervening with Children with Autism Spectrum Disorders14. Assessing and Intervening with Children with Developmental Delays15. Assessing and Intervening with Children with Emotional Disorders16. Assessing and Intervening with Children who are Deaf or Hard of Hearing 17. Assessing and Intervening with Visually Imparied Children18. Assessing and Interveninig with Children who are Chronically Ill 19. Assessing and Intervening with Children with Brain Tumors20. Assessing and Intervening with Children with Seizure Disorders 21. Assessing and Intervening with Children with Traumatic Brain Injury22. Assessing and Intervening with Children who have been Traumatized 23. Assessing and Intervening with Children and Adolescents- Substance Use and Abuse Section IV: Clinical Applications of School Neuropsychology: Academic Disabilities 24. Assessing and Intervening with Children with Reading Disorders 25. Assessing and Intervening with Children with Written Language Disorders26. Assessing and Intervening with Children with Mathematics Disorders27. Assessing and Intervening with Children with Auditory Processing and Speech Language Disorders28. Assessing and Intervening with Children with Nonverbal Learning Disabilities Section V: Clinical Application of School Neuropsychology: Functional/Processing Deficits 29. Assessing and Intervening with Children with Sensory-Motor Impairment 30. Assessing and Intervening with Children with Memory Disorders 31. Assessing and Intervening with Children with Executive Function Disorders 32. Assessing and Intervening with Children with Processing Speed DeficitsAuthor Index Index Details ISBN1119790530 ISBN-10 1119790530 ISBN-13 9781119790532 Format Hardcover Edition 2nd Imprint John Wiley & Sons Inc Place of Publication New York Country of Publication United States Publisher John Wiley & Sons Inc Year 2022 Pages 640 Publication Date 2022-04-29 UK Release Date 2022-04-29 NZ Release Date 2022-04-08 Subtitle Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention Edited by Julie A. Gettman Author Julie A. Gettman Edition Description 2nd edition Replaces 9780470422038 DEWEY 618.928 Audience Professional & Vocational US Release Date 2022-04-29 AU Release Date 2022-04-07 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:136214884;

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