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 | | School Neuropsychology: A Practitioner's Handbook by James B. Hale PhD, Catherine A. Fiorello ISBN-10: 9781593850111 ISBN-10: 1-59385-011-5 ISBN-13: 9781593850111 ISBN-13: 978-1-59385-011-1 Paperback 2004-03-24 The Guilford Press Find Lowest Price |
Editorials | ||
Product Description This important resource presents the latest information 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 straightforward, easy-to-understand fashion. The authors challenge previous conceptions about brain functions and present the cognitive hypothesis-testing model, an innovative method that helps practitioners form accurate 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 actually see and do in the classroom, the volume comes in a large-size format with reproducible worksheets and forms. | ||
Reviews | ||
Very Pleased! Bought this book for a class--came earlier than expected, was in excellent condition, and was sold at a very fair price. Overall, very please with my purchase! | ||
Amazing book I am a School Psychologist and this book was extremely helpful in teaching me the ways of neuropsych assessment. It's amazing how the brain works and how it has so much control over what we do. I would recommend this book to anybody interested in Neuropsychology! | ||
Thorough and well-researched As the title states, this is "A Practitioner's Handbook" and an extremely useful one for the practicing School Psychologist or anyone involved 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 practical approach to disorders typically found in the schools (written language, reading, ADHD) useful in my own practice. 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 appropriate service delivery in which the psychologist can intervene to assess as opposed 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 amount of referrals seen in the schools today. This is a well-researched and thorough handbook that has accomplished all the important groundwork to help guide School Neuropsychology into the future. I highly recommended it as a useful reference for any researchers and clinicians working with children and adolescents. | ||
School Neuropsychology handbook The book is in new condition, and delivery was right on time! | ||