Essentials of Specific Learning Disability Identification

ISBN-10: 0470587601
ISBN-13: 9780470587607
Edition: 2010
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Description: This newest addition to the Essentials series presents the latest research and information from leading scholars and researchers in the field of learning disabilities. With multiple perspectives spanning several different theoretical orientations  More...

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Book details

List price: $71.95
Copyright year: 2010
Publisher: John Wiley & Sons, Incorporated
Publication date: 11/5/2010
Binding: Paperback
Pages: 432
Size: 5.50" wide x 8.50" long x 1.25" tall
Weight: 1.342
Language: English

This newest addition to the Essentials series presents the latest research and information from leading scholars and researchers in the field of learning disabilities. With multiple perspectives spanning several different theoretical orientations and offering several different approaches to SLD identification-from RTI methods to cognitive strengths and weaknesses approaches-this volume offers step-by-step information on accurately identifying learning disabilities. This is essential reading for professionals who work with children and youth who may be at risk for learning disabilities.

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John’s University in New York. She writes and conducts research on such topics as the structure of intelligence, psychoeducational assessment, learning disabilities evaluation and diagnosis, and professional issues in school psychology. Dr. Flanagan’s articles and chapters on these topics appear in school and clinical psychology journals and books. She is senior author of The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation , Essentials of Cross-Battery Assessment , The Achievement Test Desk Reference (ATDR): Comprehensive Assessment of Learning Disabilities , Diagnosing Learning Disability in Adulthood , and Essentials of WISC-IV Assessment ; coauthor of The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment and Essentials of WJ III Cognitive Assessment ; and coeditor of Clinical Use and Interpretation of the WJ III. Dr. Flanagan is a Fellow of the American Psychological Association and Diplomate of the American Board of Psychological Specialties, as well as a past recipient of the APA’s Lightner Whitmer Award. Patti L. Harrison, PhD, is Professor in the School Psychology Program and Associate Dean of the Graduate School at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrison’s articles and chapters on assessment topics appear in school and clinical psychology and special education journals and texts, and she has presented over 100 refereed and invited presentations on these topics at conferences of professional organizations in psychology and education. She was Editor of School Psychology Review and has been an editorial board member for several school psychology and related journals, including School Psychology Quarterly , the Journal of School Psychology , the Journal of Psychoeducational Assessment , the American Journal on Mental Retardation , and Diagnostique .

Foreword
Series Preface
Acknowledgments
Overview of Specific Learning Disabilities
How SLD Manifests in Reading
How SLD Manifests in Mathematics
How SLD Manifests in Writing
How SLD Manifests in Oral Expression and Listening Comprehension
A Response to Intervention (RTI) Approach to SLD Identification
The Discrepancy/Consistency Approach to SLD Identification Using the PASS Theory
RTI and Cognitive Hypothesis Testing for Identification and Intervention of Specific Learning Disabilities: The Best of Both Worlds
Evidence-Based Differential Diagnosis and Treatment of Reading Disabilities With and Without Comorbidities in Oral Language, Writing, and Math: Prevention, Problem-Solving Consultation, and Specialized Instruction
A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods
Separating Cultural and Linguistic Differences (CLD) From Specific Learning Disability (SLD) in the Evaluation of Diverse Students: Difference or Disorder?
References
Annotated Bibliography
About the Editors
About the Contributors
Author Index
Subject Index

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