Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation (Cambridge Child and Adolescent Psychiatry)

The assessment of specific learning disabilities and disorders (SLD) has long been a controversial topic whose definition, diagnosis, and treatment have been vigorously debated for decades. However, in recent times there have been many new assessment tools devised for measuring intelligence and neuropsychological functioning, extending well beyond the scope of Wechsler's scales. In this cutting-edge survey, an international team of leaders in the field examines the available methods. Many of the contributors are themselves the developers of the most recent assessment tests. The authors of each chapter evaluate the diversity of clinical applications of these new instruments in SLD, and their important implications for educational intervention. The historical context and the underlying neuropsychological and cognitive theory are also expertly examined. This book will be essential reading for any practitioner or trainee dealing with specific learning issues in young people. The assessment of specific learning disabilities and disorders (SLD) has long been a controversial topic whose definition, diagnosis, and treatment have been vigorously debated for decades. However, in recent times there have been many new assessment tools devised for measuring intelligence and neuropsychological functioning, extending well beyond the scope of Wechsler's scales. In this cutting-edge survey, an international team of leaders in the field examines the available methods. Many of the contributors are themselves the developers of the most recent assessment tests. The contributors evaluate the diversity of clinical applications of these new instruments in SLD, and their important implications for educational intervention. The historical context and the underlying neuropsychological and cognitive theory are also expertly examined. This book will be essential reading for any practitioner or trainee dealing with specific learning issues in young people. The assessment of specific learning disabilities and disorders (SLD) has long been controversial. Definitions, diagnosis and treatments have been vigorously debated for decades, with the use of IQ tests attracting particular controversy. However, in recent times there have been many other new assessment tools devised for measuring intelligence and neuropsychological functioning, extending well beyond the scope of Wechsler's scales. In this cutting-edge survey, an international team of leaders in the field examines the available methods. Many of the contributors are themselves the developers of the most recent assessment tests. The authors of each chapter evaluate the diversity of clinical applications of these new instruments in SLD, and their important implications for educational intervention. The historical context and the underlying neuropsychological and cognitive theory are also expertly examined. This book will be essential reading for any practitioner or trainee dealing with specific learning issues in young people In this book, an expert international team looks at all the recently available methods for measuring intelligence in young people. The authors evaluate the clinical applications and implications for educational intervention, and give the historical context and theory behind the tests examined. This book will be essential reading for practitioners. In April 1963, Samuel Kirk, a prominent psychologist/special educator, stood before a group composed of people whose children were in trouble in school and other people, in smaller numbers, who had a professional interest in the children, and said: I know that one of your problems at this meeting is to find a term that applies to every child.