It's now clear that school closures during the pandemic wreaked havoc on learning for youth, with the greatest harm shouldered by our most vulnerable students. The book discusses how psychosocial and educational disruption was so profound we believe it has actually altered brain development trajectories for a generation. It will impact everything from future GDP to use of existing pre-COVID norms for any testing, to dementia or learning disability diagnosis and even the civil and criminal courtroom.
It's now clear that school closures during the pandemic wreaked havoc on learning for youth, with the greatest harm shouldered by our most vulnerable students. The book discusses how psychosocial and educational disruption was so profound we believe it has actually altered brain development trajectories for a generation. It will impact everything from future GDP to use of existing pre-COVID norms for any testing, to dementia or learning disability diagnosis and even the civil and criminal courtroom.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Molly Colvin is board certified in clinical neuropsychology with subspecialty certification in pediatric neuropsychology from the American Board of Professional Psychology (ABPP). Dr. Colvin specializes in the assessment of neurodevelopmental and neuropsychiatric disorders across the lifespan. Dr. Colvin completed a doctorate in cognitive neuroscience at Dartmouth College and a respecialization program in clinical psychology at Suffolk University. Her clinical training included an American Psychological Association (APA) approved internship at Massachusetts General Hospital (MGH) and postdoctoral fellowship at MGH and Brigham and Women's Hospital (BWH). She is currently Director of the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital and Assistant Professor of Psychology at Harvard Medical School. She also maintains a private practice in the Boston area. Jennifer Linton Reesman is board certified in clinical neuropsychology with subspecialty certification in pediatric neuropsychology from the American Board of Professional Psychology (ABPP). Dr. Reesman specializes in providing accessible neuropsychological assessments to children who are deaf, hard-of-hearing or affected by some type of hearing loss and provides evaluations and consultations in American Sign Language (ASL) and English. Dr. Reesman was a member of the American Psychological Association Task Force on Guidelines for Assessment and Intervention with Persons with Disabilities. After a decade in practice as a faculty member at the Johns Hopkins University School of Medicine and Kennedy Krieger Institute, she is presently the Director of Training at the Chesapeake Center for ADHD, Learning & Behavioral Health in Bethesda, Maryland. Tannahill Glen is board certified in clinical neuropsychology by the American Board of Professional Psychology. She is a licensed psychologist in the state of Florida (PY 6757). Dr. Glen completed a doctorate in Clinical Psychology at the Georgia School of Professional Psychology, and completed an American Psychological Association- and Canadian Psychological Association-accredited internship in Pediatric Neuropsychology at Alberta Children's Hospital. Dr. Glen completed a National Institute of Health research training grant funded residency in Neuropsychology at the University of Alabama-Birmingham School of Medicine. After more than a decade as a Clinical Assistant Professor in the Department of Neurology at UF Health Neuroscience Institute in Jacksonville, Florida, Dr. Glen created Neuropsychology, Inc., an expert litigation consultation company. She is a clinical neuropsychologist at the MD Anderson Cancer Center at Baptist Medical Center in Jacksonville, Florida.
Inhaltsangabe
* Foreword * Introduction * Ch. 1 The Good, Bad, and Ugly of School Closures and Virtual Learning: How Long Were American Schools Closed? * Ch. 2 Absenteeism and Delayed Enrollment * Ch. 3 Attenuated Learning Gains * Ch. 4 Crisis of Education Remediation Plans * Ch. 5 Disrupted Delivery of Special Education Services and Accommodations * Ch. 6 Delayed Evaluation, Diagnosis, and Treatment of Childhood Disorders * Ch. 7 Psychosocial Stressors and Mental Health Concerns * Ch. 8 Altered Neurodevelopmental Trajectories * Ch. 9 Clinical Practice in a Post-COVID Era * Ch. 10 Lessons for the Future
* Foreword * Introduction * Ch. 1 The Good, Bad, and Ugly of School Closures and Virtual Learning: How Long Were American Schools Closed? * Ch. 2 Absenteeism and Delayed Enrollment * Ch. 3 Attenuated Learning Gains * Ch. 4 Crisis of Education Remediation Plans * Ch. 5 Disrupted Delivery of Special Education Services and Accommodations * Ch. 6 Delayed Evaluation, Diagnosis, and Treatment of Childhood Disorders * Ch. 7 Psychosocial Stressors and Mental Health Concerns * Ch. 8 Altered Neurodevelopmental Trajectories * Ch. 9 Clinical Practice in a Post-COVID Era * Ch. 10 Lessons for the Future
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