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Buchcover - Neuropsychological Perspectives on Learning Disabilities in the Era of RTI - ISBN 978-0-470-28732-3
„In summary, this is an excellent book that meets a real need in the field as it seeks to meld two opposing viewpoints to further the field of learning disabilities. Rather than continue the endless debate, it recommends taking the best of both techniques. It is an excellent resource for practitioners, particularly neuropsychologists and school psychologists.“ (PsycCRITIQUES, September 3rd, 2008)
Neuropsychological Perspectives on Learning Disabilities in the Era of RTI
Recommendations for Diagnosis and Intervention
herausgegeben von Elaine Fletcher-Janzen und Cecil R. ReynoldsAn insightful look at the role of neuroscience and neuropsychologyas it relates to Response to Intervention (RTI) in learningdisability diagnosis, treatment, and policy reform
Neuropsychological Perspectives on Learning Disabilities in theEra of RTI is a revolutionary new volume presenting the latestresearch--in question-and-answer format--from leadingscholars about the contributions of neuroscience andneuropsychology as it relates to Response to Intervention (RTI) inlearning disability identification, diagnosis, and recommendedinterventions.
This collective work includes contributions from more than thirtyneuroscientists, neuropsychologists, clinical psychologists, andschool 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 learningdisability with knowledge from the clinical neurosciences??
* What do you think neuroscience has to offer laws and policiesassociated with learning disability determination?
* What do you think neuroscience has to offer the assessment andidentification of learning disabilities?
* What role does neurocognitive science play in designinginterventions in the context of RTI?
* What role does neuropsychology have to play in the diagnosis oflearning disability?
Featuring contributions from leaders in the field ofneuropsychology and school psychology, and with a Foreword fromSally Shaywitz, Neuropsychological Perspectives on LearningDisabilities in the Era of RTI illuminates the contributions ofneuro-science and neuropsychology to learning disabilityidentification and current educational reform.
Neuropsychological Perspectives on Learning Disabilities in theEra of RTI is a revolutionary new volume presenting the latestresearch--in question-and-answer format--from leadingscholars about the contributions of neuroscience andneuropsychology as it relates to Response to Intervention (RTI) inlearning disability identification, diagnosis, and recommendedinterventions.
This collective work includes contributions from more than thirtyneuroscientists, neuropsychologists, clinical psychologists, andschool 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 learningdisability with knowledge from the clinical neurosciences??
* What do you think neuroscience has to offer laws and policiesassociated with learning disability determination?
* What do you think neuroscience has to offer the assessment andidentification of learning disabilities?
* What role does neurocognitive science play in designinginterventions in the context of RTI?
* What role does neuropsychology have to play in the diagnosis oflearning disability?
Featuring contributions from leaders in the field ofneuropsychology and school psychology, and with a Foreword fromSally Shaywitz, Neuropsychological Perspectives on LearningDisabilities in the Era of RTI illuminates the contributions ofneuro-science and neuropsychology to learning disabilityidentification and current educational reform.
