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Patterns of Learning Disorders: Working Systematically from Assessment to Intervention (The Guilford School Practitioner Series)
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About Patterns Of Learning Disorders: Working
Product Description When prereferral interventions fall short of resolving a student's learning difficulties, a comprehensive psychoeducational evaluation may be necessary. This user-friendly book provides school-based practitioners with a clear framework for assessment and evidence-based intervention planning under the revised IDEA guidelines. A step-by-step flowchart and 12 detailed case studies assist the reader in recognizing the patterns that identify specific learning problems related to IQ, information processing, and classroom performance. Empirically supported treatments for each problem are described, and special education eligibility issues discussed. The authors also address practical issues involved in implementing their system in conjunction with response-to-intervention models. Review "This book provides a useful roadmap for diagnosticians. The authors outline an assessment approach representing multiple domains of functioning, together with a list of recommended measures for each domain. Their psychometric descriptions of common learning difficulties will help practitioners develop their internal schemas of children’s learning disorders. The book also addresses the treatment utility of assessment head-on, identifying intervention approaches for specific psychoeducational profiles. Numerous concrete case examples will build the diagnostic savvy of school psychologists, special educators, and graduate students."--Cathy F. Telzrow, PhD, Kent State University "A invaluable resource. This book provides a fresh and important perspective on how best to serve those students who are struggling in the classroom. Unlike most other texts on the topic, this book is comprehensive, theoretically integrated, and empirically based. Practitioners and students alike will value the pragmatic, intuitively sound linkages of assessment and intervention. I predict that this book will become a valued and frequently referenced resource on the desk of any psychologist who works with students with learning problems."--Steven I. Pfeiffer, PhD, Florida State University "Drs. Wodrich and Schmitt have met their goal of producing an easy-to-read yet comprehensive volume. They provide a clear overview of their assessment-for-intervention method, including in-depth chapters on various conditions that affect children's learning, and suggest multiple ways to implement their system. The chapter presenting 12 case studies may be the book's biggest draw for beginning graduate students and even for experienced practitioners in psychology, special education, learning disabilities, and related fields. This is a timely, well-written, and practical guide that everyone working with children and youth in schools should have on their bookshelves."--Vincent C. Alfonso, PhD, GFordham University "The handbook we wish we had read at the beginning of our careers as educational psychologists....It presents such a clear, concise, and rigorous classification of different patterns of learning disorders. We firmly believe this book will become a very useful reference handbook for students, professors, and practitioners who work with patients with learning disorders....An excellent manual that clarifies and addresses the main issues of present educational psychology. It is very likely to become a reference manual for beginners and experienced educational psychologists who wish to update or improve their knowledge on this subject." ― PsycCRITIQUES Published On: 2006-06-14 About the Author David L. Wodrich, PhD, is Associate Professor of Psychology in Education at Arizona State University, where he teaches graduate students in school psychology. Before his university appointment, his practice in public schools and at Phoenix Children's Hospital for more than 20 years involved evaluation of, and planning for, children with learning and developmental problems. Dr. Wodrich is past president of the American Board of School Psychology and the Arizona Ps
