Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation (Cambridge Child and Adolescent Psychiatry)
Cambridge University Press
Edition: Illustrated, 7/30/2001
EAN 9780521658409, ISBN10: 0521658403
Paperback, 484 pages, 24.6 x 17.5 x 2.5 cm
Language: English
Originally published in English
The assessment of specific learning disabilities and disorders (SLD) has long been controversial. Definitions, diagnosis and treatments have been vigorously debated for decades, with the use of IQ tests attracting particular controversy. However, in recent times there have been many other new assessment tools devised for measuring intelligence and neuropsychological functioning, extending well beyond the scope of Wechsler's scales. In this cutting-edge survey, an international team of leaders in the field examines the available methods. Many of the contributors are themselves the developers of the most recent assessment tests. The authors of each chapter evaluate the diversity of clinical applications of these new instruments in SLD, and their important implications for educational intervention. The historical context and the underlying neuropsychological and cognitive theory are also expertly examined. This book will be essential reading for any practitioner or trainee dealing with specific learning issues in young people.
Preface Alan S. Kaufman and Nadeen L. Kaufman
Part I. History and Tradition
1. History lessons Margaret Jo Shepherd
2. The Wechsler intelligence scales Gary Groth-Marnat
Part II. Alternative Cognitive Approaches to Learning Disabilities Assessment and Remediation
3. Applications of the Woodcock–Johnson tests of cognitive ability - revised (WJ-R) to the diagnosis of learning disabilities Nancy Mather and Richard W. Woodcock
4. The Kaufman tests - K-ABC and KAIT Elizabeth O. Lichtenberger
5. Using the cognitive assessment system with learning disabled children Jack A. Naglieri
6. Application of the British Ability Scales (BAS II) and Differential Ability Scales (DAS) for the assessment of specific learning disabilities Colin D. Elliott
7. Is dynamic assessment compatible with the psychometric model? Reuven Feuerstein and Raphael S. Feuerstein
8. Multi-perspective, clinical-educational assessments of language disorders Elisabeth H. Wiig
Part III. Neuropsychological Approaches to Learning Disabilities Assessment and Remediation
9. Learning disabilities and their neurological foundations, theories, and subtypes Otfried Spreen
10. The Halstead–Reitan Neuropsychological Test Battery
research findings and clinical application Ralph M. Reitan and Deborah Wolfson
11. Developmental assessment of neurological function with the aid of the NEPSY Marit Korkman, Sarah L. Kemp and Ursula Kirk
12. Clinical neuropsychological assessment of child and adolescent memory with the WRAML, TOMAL, and CVLT-C Erin D. Bigler and Wayne V. Adams
Part IV. Integration and Summation
13. Assessment of specific learning disabilities in the new millennium
issues, conflicts, and controversies Alan S. Kaufman and Nadeen L. Kaufman
Index.
‘… the book gives thorough descriptions of the key assessment tools and presents balanced arguments, that make a positive contribution to the debate about the assessment and evaluation of SLD … I would recommend it as a useful, up-to-date resource both for established clinicians and for trainees new to the field.’ British Journal of Clinical Psychology
‘Specific Learning Disabilities and Difficulties in Children and Adolescents is a remarkable synthesis of a vast amount of information and a noteworthy reference book for all clinicians.’ Journal of Child & Adolescent Psychopharmacology
‘For those who are involved with the assessment of children with specific learning disabilities, and who wish to explore more in-depth methods of looking at these disabilities, this book offers a great deal of information.’ Journal of Child & Adolescent Mental Health
‘The book makes a valuable contribution to clinical practice and will reward consultation …I read it from cover to cover and learnt from it.’ European Child & Adolescent Psychiatry