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Neuropsychological Perspectives on Learning Disabilities in the Era of Rti: Recommendations for Diagnosis and Intervention
Contributor(s): Fletcher-Janzen, Elaine (Editor), Reynolds, Cecil R. (Editor)

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 ISBN: 0470225270     ISBN-13: 9780470225271
Publisher: Wiley
OUR PRICE: $69.30  

Binding Type: Paperback - See All Available Formats & Editions
Published: February 2008
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Annotation: "Neuropsychological Perspectives on Learning Disabilities in the Era of RTI" is the first text of its kind to present the latest research on neuroscience as it relates to informing new models developed for the Response to Intervention (RTI) framework for children with learning disabilities. Edited by recognized leaders in the field of neuropsychology and school psychology, this book contains well-researched, cutting-edge perspectives from experts in this field.
Additional Information
BISAC Categories:
- Education | Special Education - Learning Disabilities
- Education | Educational Psychology
- Psychology | Neuropsychology
Dewey: 618.928
LCCN: 2007045589
Physical Information: 0.9" H x 6.27" W x 8.99" L (1.07 lbs) 352 pages
Features: Bibliography, Illustrated, Price on Product, Table of Contents
Review Citations: Scitech Book News 06/01/2008 pg. 121
 
Descriptions, Reviews, Etc.
Publisher Description:
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.
 
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