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Elaine Fletcher-Janzen, 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.
Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of forty-five books including the Encyclopedia of Special Education, Third Edition (Wiley) with Elaine Fletcher-Janzen. He is Editor of Applied Neuropsychology and author of several widely used tests of personality and behavior.
Foreword | p. xi |
Preface | p. xvii |
About the Contributors | p. xxi |
Neuropsychology and Specific Learning Disabilities: Lessons from the Past As a Guide to Present Controversies and Future Clinical Practice | p. 1 |
RTI, Neuroscience, and Sense: Chaos in the Diagnosis and Treatment of Learning Disabilities | p. 14 |
Neuroscience and RTI: A Complementary Role | p. 28 |
The Education Empire Strikes Back: Will RTI Displace Neuropsychology and Neuroscience from the Realm of Learning Disabilities? | p. 54 |
Nature-Nurture Perspectives in Diagnosing and Treating Learning Disabilities: Response to Questions Begging Answers that See the Forest and the Trees | p. 66 |
Compatibility of Neuropsychology and RTI in the Diagnosis and Assessment of Learning Disabilities | p. 82 |
Assessment Versus Testing and Its Importance in Learning Disability Diagnosis | p. 99 |
Comprehensive Assessment Must Play a Role in RTI | p. 115 |
The Need to Integrate Cognitive Neuroscience and Neuropsychology into an RTI Model | p. 131 |
Neuropsychological Assessment and RTI in the Assessment of Learning Disabilities: Are They Mutually Exclusive? | p. 141 |
Learning Disabilities: Complementary Views from Neuroscience, Neuropsychology, and Public Health | p. 159 |
Integrating Science and Practice in Education | p. 179 |
Perspectives on RTI from Neuropsychology | p. 192 |
Neuropsychological Aspects of Learning Disabilities Determination: Scientific and Cultural Considerations | p. 200 |
Identifying a Learning Disability: Not Just Product, but Process | p. 210 |
Integrating RTI with Cognitive Neuroscience in the Assessment of Learning Disabilities | p. 219 |
Neuropsychology and RTI: LD Policy, Diagnosis, and Interventions | p. 238 |
Neuroscience, Neuropsychology, and Education: Learning to Work and Play Well with Each Other | p. 247 |
Diagnosing Learning Disabilities in Nonmajority Groups: The Challenges and Problems of Applying Nonneuropsychological Approaches | p. 255 |
The Role of Neuroscience and Neuropsychology in the Diagnosis of Learning Differences and the RTI Paradigm | p. 266 |
Q & A about the Role of Neuroscience and Neuropsychology in the Assessment and Treatment of Learning Disorders | p. 279 |
RTI and Neuropsychology: Antithesis or Synthesis | p. 287 |
Utilizing RTI As an Opportunity to Identify and Plan More Effective Educational Interventions for Children with Learning Disabilities | p. 297 |
Neuropsychology, Neuroscience, and Learning Disabilities: Brain-Behavior Relationships | p. 306 |
Knowing Is Not Enough-We Must Apply. Willing Is Not Enough-We Must Do | p. 315 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.