{"product_id":"neuropsychological-perspectives-on-learning-disabilities-in-the-era-of-rti-isbn-9780470225271","title":"Neuropsychological Perspectives on Learning Disabilities in the Era of RTI","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\u003cbr\u003e \u003cbr\u003e \u003ci\u003eNeuropsychological Perspectives on Learning Disabilities in the Era of RTI\u003c\/i\u003e 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.\u003cbr\u003e \u003cbr\u003e 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: \u003cul\u003e \u003cli\u003eHow do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences??\u003c\/li\u003e \u003cli\u003eWhat do you think neuroscience has to offer laws and policies associated with learning disability determination?\u003c\/li\u003e \u003cli\u003eWhat do you think neuroscience has to offer the assessment and identification of learning disabilities?\u003c\/li\u003e \u003cli\u003eWhat role does neurocognitive science play in designing interventions in the context of RTI?\u003c\/li\u003e \u003cli\u003eWhat role does neuropsychology have to play in the diagnosis of learning disability?\u003c\/li\u003e \u003c\/ul\u003e 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.  Chapter 1. Neuropsychology and Specific Learning Disabilities: Lessons from the Past as a Guide to Present Controversies and Future Clinical Practice (By \u003ci\u003eAlan S. Kaufman).\u003c\/i\u003e  \u003cp\u003eChapter 2. RTI, Neuroscience, and Sense: Chaos in the Diagnosis and Treatment of Learning Disabilities (By \u003ci\u003eCecil R. Reynolds).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 3. Neuroscience and RTI: A Complementary Role (By \u003ci\u003eH. Lee Swanson).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 4. The Education Empire Strikes Back: Will RTI Displace Neuropsychology and Neuroscience from the Realm of Learning Disabilities (By \u003ci\u003eMerrill Hiscock and Marcel Kinsbourne)?\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 5. Nature-Nurture Perspectives in Diagnosing and Treating Learning Disabilities: Response to Questions Begging Answers That See the Forest \u003ci\u003eand\u003c\/i\u003e the Trees (By \u003ci\u003eVirginia W. Berninger and James A. Holdnack).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 6. Compatibility of Neuropsychology and RTI in the Diagnosis and Assessment of Learning Disabilities (By \u003ci\u003eCynthia A. Riccio).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 7. Assessment versus Testing and its Importance in Learning Disability Diagnosis (By \u003ci\u003eJulie A. Suhr).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 8. Comprehensive Assessment Must Play a Role in RTI (By \u003ci\u003eSteven J. Hughes).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 9. The Need to Integrate Cognitive Neuroscience and Neuropsychology into a RTI Model (By \u003ci\u003eDaniel C. Miller).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 10. Neuropsychological Assessment and RTI in the Assessment of Learning Disabilities: Are They Mutually Exclusive (By \u003ci\u003eDavid Breiger and Lawrence V. Majovski)?\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 11. Learning Disabilities: Complementary Views from Neuroscience, Neuropsychology, and Public Health (By \u003ci\u003eRonald T. Brown, Brian P. Daly, and Gerry A. Stefanatos).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 12. Integrating Science and Practice in Education (By \u003ci\u003eRichard Boada, Margaret Riddle, and Bruce F. Pennington).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 13. Perspectives on RTI from Neuropsychology (By \u003ci\u003eScott L. Decker, Jessica A. Carboni, and Kimberly B. Oliver).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 14. Neuropsychological Aspects of Learning Disabilities Determination: Scientific and Cultural Considerations (By \u003ci\u003eSangeeta Dey).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 15. Identifying a Learning Disability: Not Just Product, but Process (By \u003ci\u003eColin D. Elliott).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 16. Integrating RTI with Cognitive Neuroscience in the Assessment of Learning Disabilities (By \u003ci\u003eSteven G. Feifer).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 17. Neuropsychology and the Implications for Policy, Diagnosis, and RTI By \u003ci\u003eLisa A. Pass and Raymond S. Dean).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 18. Neuroscience, Neuropsychology, and Education: Learning to Work and Play Well with Each Other (By \u003ci\u003eMichael D. Franzen).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 19. Diagnosing Learning Disabilities in Non-Majority Groups: The Challenges and Problems of Applying Non-Neuropsychological Approaches (By \u003ci\u003eJavier Gontier and Antonio E. Puente).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 20. The Role of Neuroscience and Neuropsychology in the Diagnosis of Learning Differences and the RTI Paradigm (By \u003ci\u003eSally L. Kemp and Marit Korkman).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 21. Q \u0026amp; A about the Role of Neuroscience and Neuropsychology in the Assessment and Treatment of Learning Disorders (By \u003ci\u003eRosemarie Scolaro Moser).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 22. RTI and Neuropsychology: Antithesis or Synthesis (By \u003ci\u003eAndrew L. Schmitt, Ronald B. Livingston, and Owen Carr).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 23. Utilizing RTI as an Opportunity to Identify and Plan More Effective Educational Interventions for Children with Learning Disabilities (By \u003ci\u003eAmy Nilson Connery).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 24. Neuropsychology, Neuroscience, and Learning Disabilities: Brain Behavior Relationships (By \u003ci\u003eArthur MacNeill Horton, Jr.).\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 25. Knowing Is Not Enough -- We Must Apply. Willing Is Not Enough – We Must Do (By \u003ci\u003eElaine Fletcher-Janzen).\u003c\/i\u003e\u003c\/p\u003e \"In summary, this is an excellent book that meets a real need in the field as it seeks to meld two opposing viewpoints to further the field of learning disabilities. Rather than continue the endless debate, it recommends taking the best of both techniques. It is an excellent resource for practitioners, particularly neuropsychologists and school psychologists.\" (\u003ci\u003ePsycCRITIQUES\u003c\/i\u003e, September 3rd, 2008)  \u003cb\u003eElaine Fletcher-Janzen,\u003c\/b\u003e EdD, NCSP, has been a school psychologist in the public schools and neuropsychiatric inpatient settings for the past twenty-four years. She has coedited and authored fourteen books and reference works.  \u003cp\u003e\u003cb\u003eCecil R. Reynolds,\u003c\/b\u003e PhD, is the author of more than 300 scholarly publications and author or editor of forty-five books including the \u003ci\u003eEncyclopedia of Special Education\u003c\/i\u003e, Third Edition (Wiley) with Elaine Fletcher-Janzen. He is Editor of \u003ci\u003eApplied Neuropsychology\u003c\/i\u003e and author of several widely used tests of personality and behavior.\u003c\/p\u003e  \u003cp\u003eAn 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\u003c\/p\u003e \u003cp\u003eNeuropsychological 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.\u003c\/p\u003e \u003cp\u003eThis 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:\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eHow do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences??\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eWhat do you think neuroscience has to offer laws and policies associated with learning disability determination?\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eWhat do you think neuroscience has to offer the assessment and identification of learning disabilities?\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eWhat role does neurocognitive science play in designing interventions in the context of RTI?\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eWhat role does neuropsychology have to play in the diagnosis of learning disability?\u003c\/p\u003e \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eFeaturing contributions from leaders in the field of neuropsychology and school psy-chology, 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.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989684666597,"sku":"NP9780470225271","price":72.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470225271.jpg?v=1761785094","url":"https:\/\/k12savings.com\/products\/neuropsychological-perspectives-on-learning-disabilities-in-the-era-of-rti-isbn-9780470225271","provider":"K12savings","version":"1.0","type":"link"}