Neuropsychological Perspectives on Learning

Neuropsychological Perspectives on Learning Disabilities in the Era of RTI is the first text of its kind to present the latest research on neuroscience as it relates to informing new models developed for the Response to Intervention (RTI) framework for children with learning disabilities. Edited by recognized leaders in the field of neuropsychology and school psychology, this book contains well-researched, cutting-edge perspectives from experts in this field.

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

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Author Biography

Table of Contents

Supplemental Materials