Neuropsychological Perspectives on Learning Disabilities in the Era of RTI (PDF)

An insightful look at the role of neuroscience and neuropsychology
as it relates to Response to Intervention (RTI) in learning
disability diagnosis, treatment, and policy reform

Neuropsychological Perspectives on Learning Disabilities in the
Era of RTI is a revolutionary new volume presenting the latest
research--in question-and-answer format--from leading
scholars about the contributions of neuroscience and
neuropsychology as it relates to Response to Intervention (RTI) in
learning disability identification, diagnosis, and recommended
interventions.

This collective work includes contributions from more than thirty
neuroscientists, neuropsychologists, clinical psychologists, and
school psychologists with training in brain-behavior relationships,
who explore the answers to questions including:

* How do you reconcile RTI as a means of diagnosis of learning
disability with knowledge from the clinical neurosciences??

* What do you think neuroscience has to offer laws and policies
associated with learning disability determination?

* What do you think neuroscience has to offer the assessment and
identification of learning disabilities?

* What role does neurocognitive science play in designing
interventions in the context of RTI?

* What role does neuropsychology have to play in the diagnosis of
learning disability?

Featuring contributions from leaders in the field of
neuropsychology and school psychology, and with a Foreword from
Sally Shaywitz, Neuropsychological Perspectives on Learning
Disabilities in the Era of RTI illuminates the contributions of
neuro-science and neuropsychology to learning disability
identification and current educational reform.