Neuropsychological Fundamentals in Learning Disabilities
Neuropsychological Fundamentals in Learning Disabilities
disabilities, these issues should be resolved first. For example, the lack of a guiding, accepted, and relatively adequate definition of learning disabilities has prompted some investigators to question even the existence of these ...
This collective work includes contributions from more than thirty neuroscientists, neuropsychologists, clinical psychologists, and school psychologists with training in brain-behavior relationships, who explore the answers to questions ...
In addition, this groundbreaking work explores the ramifications of the NLD syndrome for both the theoretical and applied aspects of the neuropsychology of learning disabilities in particular and for the field of child-clinical ...
Recognized as the definitive reference in the field, this book addresses a broad range of biologically based disorders that affect children's learning and development.
Differences between dyslexics and non-dyslexic controls we found in a number of areas including the prefrontal region (Gross-Glenn, Dua Barker et al., 1991), left parietal and left middle temporal regions (Rumsey et 1992), caudate (Wood ...
First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume.
Bloomington, MN: Pearson Clinical Assessment. Weiler, M. D., Bernstein, J. H., Bellinger, D. C., & Waber, D. P. (2000). Processing speed in children with attention deficit/hyperactivity disorder, inattentive type.
I now present in abbreviated form the patterns of converging and diverging data that are used in the differential diagnosis of learning disorders (Tables 5.1 and 5.2). The first table presents patterns of history data associated with ...