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Nonverbal Learning Disabilities
NONVERBAL LEARNING DISABILITIES systematically identifies, describes, and explains the elements and dynamics of the nonverbal learning disabilities (NLD) syndrome--including its neuropsychological, academic, and socioemotional/adaptational aspects. 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 neuropsychology in general.
Neuropsychology of Learning Disabilities
Building upon earlier attempts to create a scientific basis for subtypes of learning disabili~ties, 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 neuropsychol~ogical framework. Following an insightful over~view 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.
Nonverbal Learning Disabilities
Increasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.
Current Catalog
First multi-year cumulation covers six years: 1965-70.
Learning Disabilities and Psychosocial Functioning
The result of an exhaustive analysis and synthesis of published research, LEARNING DISABILITIES and PSYCHOSOCIAL FUNCTIONING provides a coherent account of what currently is known about the psychosocial functioning of children--and, to some extent, adults--with learning disabilities. The book addresses questions central to the assessment and treatment of children with learning disabilities: Are learning disabled children at greater risk for socioemotional disturbances than are normal learners? Are the learning disabled more prone to externalized psychopathology than are normal learners? Is there a distinct psychosocial profile of disabled learners? The literature review reflects the three ma...
