Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function.
1. Cover image - p. page_i 2. Title page - p. page_i 3. Table of Contents - p. page_i 4. Copyright - p. page_iv 5. Contributors - p. page_xiii 6. About the authors - p. page_xv 7. About the editors - p. page_xxiii 8. Foreword - p. page_xxvii 9. Acknowledgments - p. page_xxix 10. Prologue - p. page_xxxi 11. Chapter 1: The contributions of Luria and Reitan to developmental neuropsychology and to the understanding of neuropsychologically compromised children - p. page_xxxviii 12. Chapter 2: Heritage of Reitan and Luria to 21st century developmental neuropsychology - p. page_26 13. Chapter 3: Integrating quantitative and qualitative measures with neuropsychological assessment and intervention - p. page_52 14. Chapter 4: Combining qualitative and quantitative measures in the evaluation of executive functions in ADHD - p. page_72 15. Chapter 5: Ralph M. Reitan and the clinical interpretation of neuropsychological test data - p. page_91 16. Chapter 6: Executive functions defined - p. page_106 17. Chapter 7: Understanding “hot and cold” executive functions in children and adolescents - p. page_120 18. Chapter 8: Preparing children to learn through early intervention - p. page_130 19. Chapter 9: The role of family in speech rehabilitation of children with learning disabilities: Clinical observations by Luria and Reitan - p. page_156 20. Chapter 10: Formation of higher mental functions in children with special educational needs via social interaction - p. page_178 21. Chapter 11: Laying the framework for developing executive functions in tweens with learning disabilities - p. page_195 22. Chapter 12: Rebuilding executive functions in environmentally traumatized children and adolescents - p. page_219 23. Chapter 13: Neuropsychological evaluation of children with complex medical concerns - p. page_247 24. Chapter 14: When medication may be helpful - p. page_265 25. Chapter 15: Implications for the future - p. page_297 26. Epilogue - p. page_305 27. Index - p. page_307
Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function.
1. Cover image - p. page_i 2. Title page - p. page_i 3. Table of Contents - p. page_i 4. Copyright - p. page_iv 5. Contributors - p. page_xiii 6. About the authors - p. page_xv 7. About the editors - p. page_xxiii 8. Foreword - p. page_xxvii 9. Acknowledgments - p. page_xxix 10. Prologue - p. page_xxxi 11. Chapter 1: The contributions of Luria and Reitan to developmental neuropsychology and to the understanding of neuropsychologically compromised children - p. page_xxxviii 12. Chapter 2: Heritage of Reitan and Luria to 21st century developmental neuropsychology - p. page_26 13. Chapter 3: Integrating quantitative and qualitative measures with neuropsychological assessment and intervention - p. page_52 14. Chapter 4: Combining qualitative and quantitative measures in the evaluation of executive functions in ADHD - p. page_72 15. Chapter 5: Ralph M. Reitan and the clinical interpretation of neuropsychological test data - p. page_91 16. Chapter 6: Executive functions defined - p. page_106 17. Chapter 7: Understanding “hot and cold” executive functions in children and adolescents - p. page_120 18. Chapter 8: Preparing children to learn through early intervention - p. page_130 19. Chapter 9: The role of family in speech rehabilitation of children with learning disabilities: Clinical observations by Luria and Reitan - p. page_156 20. Chapter 10: Formation of higher mental functions in children with special educational needs via social interaction - p. page_178 21. Chapter 11: Laying the framework for developing executive functions in tweens with learning disabilities - p. page_195 22. Chapter 12: Rebuilding executive functions in environmentally traumatized children and adolescents - p. page_219 23. Chapter 13: Neuropsychological evaluation of children with complex medical concerns - p. page_247 24. Chapter 14: When medication may be helpful - p. page_265 25. Chapter 15: Implications for the future - p. page_297 26. Epilogue - p. page_305 27. Index - p. page_307
