Neuropsychological Perspectives on Learning Disabilities in the Era of RTI : Recommendations for Diagnosis and Intervention

by Editor: Elaine Fletcher-Janzen ( Texas A&M University); Editor: Cecil R. Reynolds

• ISBN13: 9780470893456
• ISBN10: 0470893451
• Format: eBook
• Copyright: 2010-06-01
• Publisher: Wiley

Summary

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 Neuropsychological 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. 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: How do you reconcile RTI as a means of diagnosis of learning disability with knowledge from the clinical neurosciences?? What do you think neuroscience has to offer laws and policies associated with learning disability determination? What do you think neuroscience has to offer the assessment and identification of learning disabilities? What role does neurocognitive science play in designing interventions in the context of RTI? What role does neuropsychology have to play in the diagnosis of learning disability? 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.

Table of Contents

Neuropsychology and Specific Learning Disabilities: Lessons from the Past as a Guide to Present Controversies and Future Clinical Practice

RTI, Neuroscience, and Sense: Chaos in the Diagnosis and Treatment of Learning Disabilities

Neuroscience and RTI: A Complementary Role

The Education Empire Strikes Back: Will RTI Displace Neuropsychology and Neuroscience from the Realm of Learning Disabilities

Nature-Nurture Perspectives in Diagnosing and Treating Learning Disabilities: Response to Questions Begging Answers That See the Forest and the Trees

Compatibility of Neuropsychology and RTI in the Diagnosis and Assessment of Learning Disabilities

Assessment versus Testing and its Importance in Learning Disability Diagnosis

Comprehensive Assessment Must Play a Role in RTI

The Need to Integrate Cognitive Neuroscience and Neuropsychology into a RTI Model

Neuropsychological Assessment and RTI in the Assessment of Learning Disabilities: Are They Mutually Exclusive

Learning Disabilities: Complementary Views from Neuroscience, Neuropsychology, and Public Health

Integrating Science and Practice in Education

Perspectives on RTI from Neuropsychology

Neuropsychological Aspects of Learning Disabilities Determination: Scientific and Cultural Considerations

Identifying a Learning Disability: Not Just Product, but Process

Integrating RTI with Cognitive Neuroscience in the Assessment of Learning Disabilities

Neuropsychology and the Implications for Policy, Diagnosis, and RTI

Neuroscience, Neuropsychology, and Education: Learning to Work and Play Well with Each Other

Diagnosing Learning Disabilities in Non-Majority Groups: The Challenges and Problems of Applying Non-Neuropsychological Approaches

The Role of Neuroscience and Neuropsychology in the Diagnosis of Learning Differences and the RTI Paradigm

Q & A about the Role of Neuroscience and Neuropsychology in the Assessment and Treatment of Learning Disorders

RTI and Neuropsychology: Antithesis or Synthesis

Utilizing RTI as an Opportunity to Identify and Plan More Effective Educational Interventions for Children with Learning Disabilities

Neuropsychology, Neuroscience, and Learning Disabilities: Brain Behavior Relationships

Knowing Is Not Enough -- We Must Apply. Willing Is Not Enough - We Must Do

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