School Neuropsychology: A Practitioner’s Handbook
School Neuropsychology: A Practitioner’s Handbook Books
Product Description
This vital resource presents the latest in rank on brain-behavior relationships and describes ways school practitioners can apply neuropsychological principles in their work with children. Bridging the gap between neuropsychological theory, assessment, and intervention, this accessible text addresses complex topics in a undemanding, simple-to-know make. The authors challenge previous conceptions about brain functions and bestow the cognitive hypothesis-testing develop, an innovative method that helps practitioners form right understandings of learner characteristics and conduct meaningful and valid individualized interventions with children with a range of learning and behavior disorders. Including case studies and examples that illustrate what practitioners might really see and do in the classroom, the volume comes in a large-size format with reproducible worksheets and forms.
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The book is in new shape up, and delivery was aptly on time!
Rating: 5 / 5
Bought this book for a class–came earlier than expected, was in brilliant shape up, and was sold at a very honest price. Overall, very please with my buy!
Rating: 5 / 5
I am a School Psychologist and this book was extremely helpful in teaching me the ways of neuropsych assessment. It’s incredible how the brain works and how it has so much control over what we do. I would urge this book to anyone interested in Neuropsychology!
Rating: 5 / 5
As the title states, this is “A Practitioner’s Handbook” and an extremely helpful one for the involved School Psychologist or anyone caught up with or interested in furthering their knowledge of School and Clinical Neuropsychology.
Likely one of the best School Neuropsychology resources to surface, I particularly found the Case Studies as well as the matter-of-fact approach to disorders typically found in the schools (written language, reading, ADHD) helpful in my own do. The chapter entitled Linking Assessment to Intervention is tantamount to today’s changing dynamic in the field and gives School Psychologists interested in Neuropsychology a solid conceptualization of apt service delivery in which the psychologist can intervene to assess as different to simply running everyday psychoeducational reports with figures nobody understands. The authors guide the practitioner to use effective pre-referral intervention programs to offset the tremendous quantity of referrals seen in the schools today.
This is a well-researched and thorough handbook that has accomplished all the vital groundwork to help guide School Neuropsychology into the future. I highly not compulsory it as a helpful reference for any researchers and clinicians working with children and adolescents.
Rating: 5 / 5