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• W93149238 abstract "This book, a compilation of chapters from a collection of international experts, was a pleasure to read and review.The book is a valuable reference that benefited my clinical practice long before I was asked to provide this review. It is strongly grounded in current theory-driven research. Further, it provides practical information relevant to assessing children with specific learning disabilities. Of great importance, a number of the authors also detail how the results of assessment can be used effectively to formulate intervention strategies. The target audience of this book is broad, including practicing clinicians, educators, academic researchers, and individuals training for these professions. Overall, the structure and content of this book make it one that is pertinent to and potentially useful for this large audience. While the book doesn’t necessarily bring new concepts to light, it provides a comprehensive overview of key issues in psychometric assessment of children and adolescents with specific learning disabilities.The chapters in this text range in their content from detailed descriptions of specific psychometric instruments to chapters that address important historical, theoretical, philosophical, and empirical issues. Many of the authors discuss key issues and controversies that exist regarding learning disability assessment and intervention. Along with these discussions, pertinent research is presented in the context of how it can be used in the assessment and treatment of children with learning disabilities.A number of the chapters in this book discuss specific psychometric instruments. They provide thorough descriptions of the theoretical models upon which these tests are based, their empirical properties, and detailed descriptions of the tests’ features. Of considerable value, these chapters also provide practical applications for these tests, implications of the results obtained from them, and case studies to illustrate how they can be used effectively. These “test oriented” chapters are excellent resources for individuals who wish to learn how to apply the tests appropriately and effectively.Some ideas and arguments presented by authors in the more theoretical and philosophical chapters are, at present, hotly debated. While I disagree with some of their views, the authors’ points are thoughtful and well constructed. Generally, both sides of controversial topics are presented and discussed. It is very important to read some of these arguments in a broader context, taking the available literature into account. For example, in what is possibly the most controversial chapter in this book, Feuerstein and Feuerstein make an admirable effort to reconcile two very different models of assessment in order to glean the valuable attributes of each. Whether or not one agrees with their ideas, these authors make their point clearly and with fairness.There are a few chapters in this book that should be highlighted. Wiig contributes a thorough discussion of language assessment that provides an excellent overview of historical and theoretical issues. She also provides a comprehensive outline of recommendations for empirically based practice methods of assessment, case formulation, and diagnosis of language disorders. Spreen’s chapter on the neurological foundations, theories, and subtypes of learning disabilities provides a glimpse of the historical progress in our understanding of the biological underpinnings of learning disabilities. This chapter also provides a brief but useful discussion of the important implications of neurological abnormality in the field of specific learning disabilities. Reitan and Wolfson provide an excellent review of the research programs of four important neuropsychological research laboratories. They discuss some of the key principles of pediatric neuropsychological assessment and provide a valuable review of research that compares typically developing children to children with congenital and/or acquired learning disabilitiesThe final chapter, written by the editors, provides an excellent integration of the contents of the whole text. This chapter is worth reading before the others and then again after one has read the entire book. Kaufman and Kaufman openly discuss controversial issues and persuasively present their views on these issues. They take a very pragmatic approach in discussing some of the theoretical arguments made in earlier chapters and by other experts who did not author chapters in their book. It is commendable that they were able to do this in the context of current realities of practice in educational and health care settings. I applaud their efforts in their chapter and more broadly, in pulling together the knowledge of the experts who contributed to this valuable book and highly recommend the book to clinicians, especially those working with children with learning disorders." @default.
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• W93149238 date "2004-08-01" @default.
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• W93149238 title "Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation." @default.
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