Best Practices in School Neuropsychology
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The latest edition of the gold standard in school neuropsychology references
In the newly revised Second Edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, a team of psychological experts delivers a thoroughly updated treatment of modern issues and challenges in school neuropsychology. The editors provide comprehensive discussions of current assessment and intervention models, best practices in assessing cognitive processes, and the important task of collaborating with parents, educators, and other…mehr

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Produktbeschreibung
The latest edition of the gold standard in school neuropsychology references

In the newly revised Second Edition of Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, a team of psychological experts delivers a thoroughly updated treatment of modern issues and challenges in school neuropsychology. The editors provide comprehensive discussions of current assessment and intervention models, best practices in assessing cognitive processes, and the important task of collaborating with parents, educators, and other professionals.

This latest edition includes:
_ Explorations of the unique challenges posed by working with culturally diverse student populations
_ Clinical advice for learning specialists and neuropsychologists engaged with special populations and students with academic disabilities, processing deficits, or medical disorders
_ New chapters on assessment and intervention with children suffering from trauma or substance abuse

Perfect for psychologists, neuropsychologists, clinicians, and academics working in or studying school environments, Best Practices in School Neuropsychology is a must-read reference for practitioners working with children and students who seek a one-stop reference for evidence-informed assessment and intervention guidelines.
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Autorenporträt
Daniel C. Miller, PhD, is the Executive Director of the Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice at Texas Woman's University. He is also the Director of the School Neuropsychology Post-Graduate Certification Program of the School Neuropsychology Institute. Denise E. Maricle, PhD, is a Professor in the School of Social Work, Department of Psychology and Philosophy at Texas Woman's University in Denton, Texas. Christopher L. Bedford, PhD, is the Executive Director of the American Board of School Neuropsychology and an Associate Director at the School Neuropsychology Institute. He is also a licensed psychologist and maintains a private practice in St. Paul, Minnesota. Julie A. Gettman, PhD, is Associate Director of the School Neuropsychology Institute and a licensed school psychologist. She is also the owner of Mindworks Assessment, a private practice specializing in neurocognitive assessment and intervention in children and adolescents.