Neurology and Behavior: Background and Assessment
This book is expressly written for educational diagnosticians, clinical psychologists, school psychologists, and remedial teachers who are committed to developing for their learning impaired students prescriptions based on a broad spectrum of relevant diagnostic knowledge. This knowledge should include, in addition to the social history of the student, a record of academic achievement, a psychological assessment of perceptual, motor, and cognitive strengths, and, in those cases of known brain damage or suspected central nervous system dysfunction, a neurological examination. The in-depth study of the neurologically impaired learning disabled student should include a synthesis of educational, psychological, social, and neurological data. Such an approach is ambitious and requires educational diagnosticians to learn some basic neurology and neuroanatomy and a useful body of neuropsychology, in addition to their expertise in professional education and psychology. Their knowledge of neuropsychology need only be at an introductory level, which will not qualify them to make diagnostic statements about the neurological functioning of their learning disabled (LD) students, but it will provide them with a broader and more productive hypothetical concept of their learning processes. Greater knowledge is more likely to lead them to produce better remedial treatment.
KeywordsLearning Problem Disable Child Learning Disable Learn Disability Central Nervous System Dysfunction
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