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Handbook of Clinical Child Neuropsychology pp 427–458Cite as

Neurocognitive Interventions for Childhood and Adolescent Disorders: A Transactional Model

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Interest in the neuropsychological basis of childhood and adolescent disorders continues to grow (Gaddes & Edgell, 1994; Obrzut & Hynd, 1991; Rourke, 1991), and neurocognitive models for designing effective interventions for treating various disorders show promise (Teeter Ellison & Semrud-Clikeman, 2007).

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Notes

  1. 1.

    Portions of this chapter are adapted from Teeter, P.A., & Semrud-Clikeman, M. (2007). Child Clinical Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders of Childhood, New York. Copyright Springer. Adapted with permission.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Wisconsin-Milwaukee, 53201, Milwaukee, Wisconsin

    Phyllis Anne Teeter

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  1. Phyllis Anne Teeter
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Editors and Affiliations

  1. Department of Educational Psychology, Texas A&M University, College Station, TX, USA

    Cecil R Reynolds

  2. Private Practice, Cleveland, Ohio, USA

    Elaine Fletcher-Janzen

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Teeter, P.A. (2009). Neurocognitive Interventions for Childhood and Adolescent Disorders: A Transactional Model. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-78867-8_19

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