Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders - Hardcover

Teeter, Phyllis Anne; Semrud-Clikeman, Margaret

9780205163311: Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders

Hardcover

ISBN 10: 0205163319 ISBN 13: 9780205163311

Publisher: Pearson, 1997

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The book presents the most current information about the influences of brain function on the cognitive-perceptual, learning, behavioral, and psychosocial adjustment of children and adolescents. To establish a base for understanding, the authors introduce the study of child clinical neuropsychology and functional neuroanatomy in the first two chapters. Both students and practitioners will learn anatomy and physiology in clear, concise language. In the next three chapters, neuropsychological assessment is presented. The authors then examine the biogenetic and environmental factors that affect the neuropsychological functioning of children with various disorders. In the final chapters specific intervention methods are addressed along with case studies to show how process-oriented neuropsychological assessment can inform intervention planning. This
book presents a transactional neuropsychological approach for understanding childhood and adolescent disorders.

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Review:

From the reviews: "In child neuropsychology, the purpose is to present current information from the scientific bench to practicing clinicians about neurological and psychiatric diseases and validated treatments. a ] the book is intended for pediatric neuropsychologists, but pediatric neurologists, child psychiatrists, and other psychologists may find it of interest as well. Certainly it would be appropriate for students of these disciplines. a ] It may be a suitable and worthwhile purchase for students testing the waters of child neuropsychology a ] ." (Christopher J. Graver, Doodya (TM)s Review Service, September, 2008)

About the Author:

Anne Teeter Ellison teaches courses on assessment and interventions for personality, social, and emotional functioning; pediatric psychology in urban settings; and professional and historical issues in school psychology. Ellison has published several books on neuropsychiatry and neurodevelopment disorders of childhood, developmental interventions for ADHD, and adults with ADHD. Presently, she serves on the editorial board for the Journal of Learning Disabilities, as chair for the editorial board of Attention, and as secretary for the executive board of Children and Adults with Attention Deficit Disorders (Ch.A.DD.).Ellison’s recent grant activity includes innovative assessments in mathematics funded through the National Science Foundation, and increasing social competence of adolescents in multicultural, urban schools, funded through the UWM Urban Research Center. Ellison is developing innovative interventions for increasing academic and behavioral competencies in urban middle school students and is exploring the unmet mental health needs of children in urban schools. Ellison came to UWM in 1980 after completing her doctorate at Northern Arizona University and her internship at the Institute for Child Development. Margaret Semrud-Clikeman is a Professor of School Psychology at the University of Texas at Austin. She is also Program Director of the School Psychology Program. Formerly, she was on the Neurology faculty at the University of Minnesota Medical School in Minneapolis. Before becoming a university educator, Dr. Semrud-Clikeman worked as a school psychologist for 14 years in Wisconsin. She continues to maintain a consulting and neuropsychological practice part time.Dr. Semrud-Clikeman received her Ph.D. in School Psychology with specialization in neuropsychology and psychopathology from the University of Georgia in 1990. She hold an M.S. degree in Educational Psychology from the University of Wisconsin-Madison (1974) and completed her undergraduate degree at Concordia College, Moorhead MN (1972).Currently, Dr. Semrud-Clikeman is also authoring a neuropsychological screening test for school psychologists for ProEd. In addition, she has presented at numerous national international conferences (including NASP and APA 2004 meetings) as well as an invited speaker for the Neuropsychology Group of the New York Academy of Sciences. She has also developed several workshops for school psychologists, including Introduction to Neuropsychology and Traumatic Brain Injury. She serves on the editorial board of Journal of Learning Disabilities (Sage Publications; quarterly) and School Psychology Quarterly (Guilford Publications for APA Division 16).

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