Foreword xi Preface xvii About the Editor xxi Contributors xxiii SECTION I: PROFESSIONAL ISSUES IN SCHOOL NEUROPSYCHOLOGY 1 School Neuropsychology, an Emerging Specialization 3 Daniel C. Miller 2 School Neuropsychology Training and Credentialing 19 Daniel C. Miller 3 Ethical and Legal Issues Related to School Neuropsychology 41 Mary Joann Lang and Ann Marie T. Leonard-Zabel 4 Multicultural School Neuropsychology 61 Robert L. Rhodes SECTION II: PRACTICE ISSUES IN SCHOOL NEUROPSYCHOLOGY 5 School Neuropsychological Assessment and Intervention 81 Daniel C. Miller 6 Integrating Cognitive Assessment in School Neuropsychological Evaluations 101 Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz, and Agnieszka M. Dynda 7 The Application of Neuroscience to the Practice of School Neuropsychology 141 Daniel C. Miller and Philip A. DeFina 8 Linking School Neuropsychology with Response-to-Intervention Models 159 Douglas A. Della Toffalo 9 School Neuropsychology Collaboration with Home, School, and Outside Professionals 185 Robb N. Matthews 10 School Reentry for Children Recovering from Neurological Conditions 207 H. Thompson Prout, Ginger Depp Cline, and Susan M. Prout SECTION III: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: SPECIAL POPULATIONS 11 Assessment and Intervention Practices for Children with ADHD and Other Frontal-Striatal Circuit Disorders 225 James B. Hale, Linda A. Reddy, Gabrielle Wilcox, Amy McLaughlin, Lisa Hain, Amy Stern, Julie Henzel, and Eleazar Eusebio 12 Assessing and Intervening with Children with Autism Spectrum Disorders 281 Mary Joann Lang 13 Assessing and Intervening with Children with Asperger's Disorder 305 Kathy DeOrnellas, Jacqueline Hood, and Brooke Novales 14 Assessing and Intervening with Children with Developmental Delays 329 Cristin Dooley 15 Assessing and Intervening with Children with Externalizing Disorders 359 Colleen Jiron 16 Assessing and Intervening with Children with Internalizing Disorders 387 Jeffrey A. Miller 17 Assessing Children Who Are Deaf or Hard of Hearing 419 Kurt Metz, Margery Miller, and Tania N. Thomas-Presswood 18 Assessing and Intervening with Visually Impaired Children and Adolescents 465 Jack G. Dial and Catherine L. Dial SECTION IV: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: ACADEMIC DISABILITIES 19 Assessing and Intervening with Children with Reading Disorders 483 Steven G. Feifer 20 Assessing and Intervening with Children with Written Language Disorders 507 Virginia W. Berninger 21 Assessing and Intervening with Children with Math Disorders 521 Denise E. Maricle, Lynsey Psimas-Fraser, Raychel C. Muenke, and Daniel C. Miller 22 Assessing and Intervening with Children with Speech and Language Disorders 551 Mittie T. Quinn 23 Assessing and Intervening with Children with Nonverbal Learning Disabilities 579 Jed Yalof and Marie C. McGrath SECTION V: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: PROCESSING DEFICITS 24 Assessing and Intervening in Children with Executive Function Disorders 599 Denise E. Maricle, Wendi Johnson, and Erin Avirett 25 Assessing and Intervening with Children with Memory and Learning Disorders 641 Jeffrey A. Miller and Jessica L. Blasik 26 Assessing and Intervening with Children with Sensory-Motor Impairment 673 Scott L. Decker and Andrew Davis 27 Assessing and Intervening with Chronically Ill Children 693 Beth Colaluca and Jonelle Ensign 28 Assessing and Intervening with Children with Brain Tumors 737 Elizabeth L. Begyn and Christine L. Castillo 29 Assessing and Intervening with Children with Seizure Disorders 767 Audrea R. Youngman, Cynthia A. Riccio, and Nichole Wicker 30 Assessing and Intervening with Children with Traumatic Brain Injury 793 Jennifer R. Morrison Appendix: Resources for School Neuropsychology 817 Author Index 821 Subject Index 851

A comprehensive guide to the practice of school neuropsychology

It is an exciting time to specialize in school neuropsychology, with countless theoretically and psychometrically sound assessment instruments available for practitioners to use in their evaluations of children with special needs. Yet the field faces the challenges of establishing evidence-based linkages between assessment and interventions and of broadening its approaches to culturally diverse populations.

Edited by a leading expert in school neuropsychology, Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention addresses these challenges and their solutions and provides learning specialists and school psychologists with clear coverage and vital information on this burgeoning area of practice within school psychology.

This insightful reference features comprehensive discussion of:

Current school neuropsychological assessment and intervention models

Best practices in assessing cognitive processes

An overview of what neuroscience offers to the practice of school neuropsychology

How school neuropsychology fits within a Response to Intervention (RTI) model

The rationale for the importance of school psychologists’ collaboration with parents, educators, and other professionals to maximize services to children

Clinical applications of school neuropsychology with special populations, academic disabilities, processing deficits, and medical disorders

Unique challenges in working with culturally diverse populations

Featuring contributions from internationally renowned school psychologists, neuropsychologists, clinicians, and academics, Best Practices in School Neuropsychology is the first book of its kind to present best practices and evidence-informed guidelines for the assessment and intervention of children with learning disabilities, as well as other issues practitioners working with children encounter in school settings.

DANIEL C. MILLER, PhD, is a Professor and Chair of the Department of Psychology and Philosophy at Texas Woman’s University in Denton, Texas. He is a former director of the School Psychology Graduate Training Programs and past president of the National Association of School Psychologists. He is the author of Essentials of School Neuropsychological Assessment. Dr. Miller is also the President and founder of KIDS, Inc., a company that specializes in early childhood education and screening products.

  I. Professional Issues in School Neuropsychology 1. Best Practices in School Neuropsychology, an Emerging Subspecialization  Daniel C. Miller 2. Best Practices in School Neuropsychology Training and Credentialing Daniel C. Miller 3. Best Practices in Ethical and Legal Issues Related to School Neuropsychology Mary J. Lang and Ann Leonard-Zabel 4. Best Practices in Multicultural School Neuropsychology Robert L. Rhodes II. Practice Issues in School Neuropsychology 5. Best Practices in School Neuropsychological Assessment and Intervention Daniel C. Miller 6. Best Practices in Cognitive Assessment for School Neuropsychological Evaluations Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso, and Agnieszka M. Dynda 7. Best Practices in the Application of Neuroscience to the Practice of School Neuropsychology Daniel C. Miller and Philip A. DeFina 8. Best Practices in Linking School Neuropsychology with Response-to-Intervention Models Douglas A. Della Toffalo 9. Best Practices in School Neuropsychology Collaboration with Home, School, and Outside Professionals Robb N. Matthews 10. Best Practices in School Re-entry for Children Recovering from Neurological Conditions H. Thompson Prout, Ginger Depp Cline, and Susan M. Prout III. Clinical Applications of School Neuropsychology Special Populations 11. Best Practices in Assessing and Intervening with ADD/ADHD Children and Children with Other Frontal-Striatal Circuit Disorders James Brad Hale, Linda A. Reddy, Gabrielle Wilcox, Amy McLaughlin, Lisa Hain, Amy Stern, Julie Henzel, and Eleazar Eusebio 12. Best Practices in Assessing and Intervening with Children with Autism Spectrum Disorders  Mary Jo Lang 13. Best Practices in Assessing and Intervening with Children with Asperger?s Syndrome Kathy DeOrnellas, Jacqueline Hood, and Brooke Novales 14. Best Practice in Assessing and Intervening with Children with Developmental Delays Cristin Dooley 15. Best Practices in Assessing and Intervening with Children with Externalizing Disorders Colleen Jiron 16. Best Practices in Assessing and Intervening with Children with Internalizing Disorders Jeffrey A. Miller   17. Best Practice in Assessing and Intervening Children who are Deaf or Hard of Hearing Kurt Metz, Margery Miller, and Tania N. Thomas-Presswood 18. Best Practice in Assessing and Intervening with Visually Impaired Children and Adolescents Jack G. Dial and Catherine L. Dial Academic Disabilities 19. Best Practices in Assessing and Intervening with Children with Reading Disorders Steven G. Feifer   20. Best Practices in Assessing and Intervening with Children with Written Language Disorders Virginia W. Berninger 21. Best Practices in Assessing and Intervening with Children with Math Disorders Denise E. Maricle, Lynsey Psimas-Fraser, Raychel C. Muenke, and Daniel C. Miller 22. Best Practices in Assessing and Intervening with Children with Speech and Language Disorders Mittie T. Quinn   23. Best Practices in Assessing and Intervening with Children with Nonverbal Learning Disabilities Jed Yalof and Marie C. McGrath Processing Deficits 24. Best Practices in Assessing and Intervening with Children with Executive Function Disorders Denise E. Maricle, Wendi Johnson, and Erin Avirett 25. Best Practice in Assessing and Intervening with Children with Memory and Learning Disorders Jeffrey A. Miller and Jessica L. Blasik 26. Best Practices in Assessing and Intervening with Children with Sensory-Motor Impairments Scott Decker and Andrew Davis Medical Disorders 27. Best Practices in Assessing and Intervening with Children with Chronic Illnesses Beth Colaluca and Jonelle Ensign 28. Best Practices in Assessing and Intervening with Children with Brain Tumors Elizabeth L. Begyn and Christine L. Castillo 29. Best Practices in Assessing and Intervening with Children with Seizure Disorders Audrea Youngman, Cynthia A. Riccio, & Nichole Wicker   30. Best Practices in Assessing and Intervening with Children with Traumatic Brain Injury Jennifer R. Morrison Appendix A. Resources for School Neuropsychology Daniel C. Miller