Best Practices in School Neuropsychology
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Table of Contents

Foreward 
About the Editors 
List of Contributors 

Section l: Professional Issues in School Neuropsychology
1. School Neuropsychology Specialization
2. School Neuropsychology Training and Credentialing
3. Ethical and Legal Issues Related to School Neuropsychology
4. Multicultural School Neuropsychology

Section ll: Practice Issues in School Neuropsychology
5. Theories in School Neuropsychology 
6. Integrating Cognitive Assessment in School Neuropsychological Evaluations
7. The Application of Neuroscience to the Practice of School Neuropsychology
8. School Neuropsychology Collaboration with Home, School, and Outside Professionals
9. "Return to Learn": School Reentry for Children Recovering from Neurological Conditions
10. Statistical and Clinical Interpretation Guidelines for School Neuropsychological Conditions
11. Importance of Assessing Effort and Motivation

Section lll: Clinical Applications of School Neuropsychology: Clinical Disorders
12. Assessing and Intervening with Children with ADD/ADHD
13. Assessing and Intervening with Children with Autism Spectrum Disorders
14. Assessing and Intervening with Children with Developmental Delays
15. Assessing and Intervening with Children with Emotional Disorders
16. Assessing and Intervening with Children who are Deaf or Hard of Hearing 
17. Assessing and Intervening with Visually Imparied Children
18. Assessing and Interveninig with Children who are Chronically Ill 
19. Assessing and Intervening with Children with Brain Tumors
20. Assessing and Intervening with Children with Seizure Disorders 
21. Assessing and Intervening with Children with Traumatic Brain Injury
22. 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 Disorders
26. Assessing and Intervening with Children with Mathematics Disorders
27. Assessing and Intervening with Children with Auditory Processing and Speech Language Disorders
28. 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 Deficits

Author Index 
Index 
 

About the Author

Daniel C. Miller, PhD, is the Executive Director of the Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice at Texas Woman’s 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 Woman’s 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.

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