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Foreword xi
Preface xvii
About the Contributors xxi
Neuropsychology and Specific Learning Disabilities: Lessons from the Past As a Guide to Present Controversies and Future Clinical Practice Alan S. Kaufman 1
RTI, Neuroscience, and Sense: Chaos in the Diagnosis and Treatment of Learning Disabilities Cecil R. Reynolds 14
Neuroscience and RTI: A Complementary Role H. Lee Swanson 28
The Education Empire Strikes Back: Will RTI Displace Neuropsychology and Neuroscience from the Realm of Learning Disabilities? Merrill Hiscock Marcel Kinsbourne 54
Nature-Nurture Perspectives in Diagnosing and Treating Learning Disabilities: Response to Questions Begging Answers that See the Forest and the Trees Virginia W. Berninger James A. Holdnack 66
Compatibility of Neuropsychology and RTI in the Diagnosis and Assessment of Learning Disabilities Cynthia A. Riccio 82
Assessment Versus Testing and Its Importance in Learning Disability Diagnosis Julie A. Suhr, Ph.D. 99
Comprehensive Assessment Must Play a Role in RTI Steven J. Hughes 115
The Need to Integrate Cognitive Neuroscience and Neuropsychology into an RTI Model Daniel C. Miller 131
Neuropsychological Assessment and RTI in the Assessment of Learning Disabilities: Are They Mutually Exclusive? David Breiger Lawrence V. Majovski 141
Learning Disabilities: Complementary Views from Neuroscience, Neuropsychology, and Public Health Ronald T. Brown Brian P. Daly Gerry A. Stefanatos 159
Integrating Science and Practice in Education Richard Boada Margaret Riddle Bruce F. Pennington 179
Perspectives on RTI from Neuropsychology Scott L. Decker Jessica A. Carboni Kimberly B. Oliver 192
Neuropsychological Aspects of Learning Disabilities Determination: Scientific and Cultural Considerations Sangeeta Dey, Psy.D. 200
Identifying a Learning Disability: Not Just Product, but Process Colin D. Elliott 210
Integrating RTI with Cognitive Neuroscience in the Assessment of Learning Disabilities Steven G. Feifer 219
Neuropsychology and RTI: LD Policy, Diagnosis, and Interventions Lisa A. Pass Raymond S. Dean 238
Neuroscience, Neuropsychology, and Education: Learning to Work and Play Well with Each Other Michael D. Franzen, Ph.D. 247
Diagnosing Learning Disabilities in Nonmajority Groups: The Challenges and Problems of Applying Nonneuropsychological Approaches Javier Gontier Antonio E. Puente 255
The Role of Neuroscience and Neuropsychology in the Diagnosis of Learning Differences and the RTI Paradigm Sally L. Kemp, Ph.D. Marit Korkman, Ph.D. 266
Q & A about the Role of Neuroscience and Neuropsychology in the Assessment and Treatment of Learning Disorders Rosemarie Scolaro Moser, Ph.D. 279
RTI and Neuropsychology: Antithesis or Synthesis Andrew L. Schmitt Ronald B. Livingston Owen Carr 287
Utilizing RTI As an Opportunity to Identify and Plan More Effective Educational Interventions for Children with Learning Disabilities Amy Nilson Connery 297
Neuropsychology, Neuroscience, and Learning Disabilities: Brain-Behavior Relationships Arthur MacNeill Horton, Jr. 306
Knowing Is Not Enough-We Must Apply. Willing Is Not Enough-We Must Do Elaine Fletcher-Janzen 315
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Michael Higdon
reviewed Neuropsychological Perspectives on Learning Disabilities in the Era of RTI: Recommendations for Diagnosis and Intervention on August 10, 2018
Neuropsychological Perspectives on Learning Disabilities in the Era of RTI: Recommendations for Diagnosis and Intervention
Fascinating insight into the minds of 10 school shooters ranging from 11 to 23 years of age, and 5 potential school shooters that the author has solid reasons to assume he deterred from going on with their plans. The research is sound, the information is, as much as possible, very accurate, and the book doesn't lose itself in speculations about the shooters' lives. The insight of the author - a psychiatrist himself - is very valuable to a criminology/sychology student such as myself, especially through the discussion of preventive behaviours/actions. I thoroughly enjoyed this work and hope to find more, written as cursively as this.
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