9780898625639-0898625637-Diagnosing Learning Disorders: A Neuropsychological Framework

Diagnosing Learning Disorders: A Neuropsychological Framework

ISBN-13: 9780898625639
ISBN-10: 0898625637
Edition: First Edition
Author: Bruce F. Pennington
Publication date: 1991
Publisher: The Guilford Press
Format: Hardcover 224 pages
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Book details

ISBN-13: 9780898625639
ISBN-10: 0898625637
Edition: First Edition
Author: Bruce F. Pennington
Publication date: 1991
Publisher: The Guilford Press
Format: Hardcover 224 pages

Summary

Diagnosing Learning Disorders: A Neuropsychological Framework (ISBN-13: 9780898625639 and ISBN-10: 0898625637), written by authors Bruce F. Pennington, was published by The Guilford Press in 1991. With an overall rating of 3.5 stars, it's a notable title among other Neuropsychology (Psychology & Counseling, Behavioral Sciences, Psychiatry, Psychology, Clinical Psychology, Child Psychology, Neuropsychology) books. You can easily purchase or rent Diagnosing Learning Disorders: A Neuropsychological Framework (Hardcover) from BooksRun, along with many other new and used Neuropsychology books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.5.

Description

Although a variety of professionals regularly evaluate large numbers of children with learning problems, very little exists in the way of uniform standards or approaches, either within or across disciplines. This unique work synthesizes--in one accessible volume--the available information on learning disorders from such relevant disciplines as education, neuropsychology, cognitive psychology, and child psychiatry. Presenting the state of the art in both research and practice, DIAGNOSING LEARNING DISORDERS combines a comprehensive review of the etiology and neuropsychology of each disorder with a detailed section on diagnosis and treatment.

Part I covers background issues that are important for understanding subsequent chapters on specific learning disorders. The author provides a neuropsychological framework for the nosology that is used and delineates the validity of the diagnostic approach being proposed. Providing a format for reviewing what is known about each of the disorders, he discusses the clinical processes of making diagnostic decisions and providing feedback. The relationships between symptoms, history, behavioral observations, test data, and the diagnostic conclusion are analyzed. Guidelines for communicating a diagnosis to parents, the children themselves, and other professionals are included.

In Part II, each chapter focuses on a specific learning disorder. These include: dyslexia and other developmental language disorders, attention deficit hyperactivity disorder, right hemisphere learning disorder, autism spectrum disorder, and acquired memory disorder. Each chapter is divided into two sections, one reviewing the research on the disorder and the other considering differential diagnosis and treatment options. Each chapter offers a basic definition of the disorder and takes into account four levels of analysis: etiology, brain mechanisms, neuropsychological phenotype, and symptoms. Detailed case presentations are provided to help clinicians become more proficient at the differential diagnosis of these common problems of childhood. Rounding out the volume, Part III examines the implications for research and practice.

Both scholarly and clinically practical, DIAGNOSING LEARNING DISORDERS is a valuable resource for neuropsychologists, school psychologists, child clinical and developmental psychologists, speech and language pathologists, special educators, child psychiatrists, and pediatricians. It also serves as a text for graduate courses on learning disabilities, developmental disabilities, cognitive assessment, and developmental neuropsychology.

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