Building upon earlier attempts to create a scientific basis for subtypes of learning disabilities, this volume continues to examine the extent to which various subtyping schemes are valid. Like its predecessor, Neuropsychology of Learning Disabilities: Essentials of Subtype Analysis, it seeks to define such subtypes within an explicitly neuropsychological framework. Following an insightful overview of the dimensions and clinical applications of validity to learning disability subtypes, it reports on a wide-ranging series of investigations designed to designate the content, concurrent, predictive, construct, and clinical validity of various subtyping efforts.
Byron P. Rourke is Professor of Psychology and University Professor at the University of Windsor and a member of the faculty of the Child Study Center, School of Medicine, Yale University. Past President of the International Neuropsychological Society and of the Division of Clinical Neuropsychology of the American Psychological Association, he is cofounder and coeditor of the Journal of Clinical and Experimental Neuropsychology, The Clinical Neuropsychologist, and Child Neuropsychology, and serves on the editorial boards of a number of scientific and professional journals. He was the 1994 recipient of the Canadian Psychological Association's Award for Distinguished Contributions to the Practice of Psychology. His authored, coauthored, and edited books include Nonverbal Learning Disabilities, Child Neuropsychology, Learning Disabilities and Psychosocial Functioning, Neuropsychological Validation of Learning Disability Subtypes, Neuropsychological Assessment of Children, and Neuropsychology of Learning Disabilities.
"Represents a compendium of the most up to date research on subtyping currently available. With contributions from many of the foremost authorities in the area, this volume exposes the reader to the existing literature, while vigorously pursuing the validity and generalizability of subtype characteristics. It also underscores the convergence of thinking and data in this field. The centrality of subtyping efforts in devising more adequate definitions of learning disabilities and more effective treatments for the individual child are clearly evident in the Editor's choice of topics and overall organization. At another level this work demonstrates the way in which science is advancing our understanding of how and why children fail to learn--not thru a single theoretical formulation but by virtue of efforts to open up previously validated models to further scrutiny, integrate these with alternate formulations, and develop new methodologies. New knowledge is sure to follow." --H. Gerry Taylor, PhD, Associate Professor of Pediatrics at Case Western Reserve University School of Medicine
"I would highly recommend this book. "--Contemporary Psychology (Contemporary Psychology 1990-11-03)
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Descrizione libro The Guilford Press, 1990. Hardcover. Condizione libro: New. book. Codice libro della libreria 0898624460
Descrizione libro Guilford Press, 1990. Hardcover. Condizione libro: New. Codice libro della libreria DADAX0898624460
Descrizione libro Guilford Pubn, 1990. Hardcover. Condizione libro: Brand New. 398 pages. 9.50x6.50x1.25 inches. In Stock. Codice libro della libreria zk0898624460
Descrizione libro Hardcover. Condizione libro: BRAND NEW. BRAND NEW. Fast Shipping. Prompt Customer Service. Satisfaction guaranteed. Codice libro della libreria 0898624460BNA