Titlebook: Learning Disability Subtyping; Neuropsychological F Stephen R. Hooper,W. Grant Willis Book 1989 Springer-Verlag New York Inc. 1989 assessme

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Neuropsychological Assessmenturviving neurological illness/trauma, particularly during perinatal and neonatal periods of development. This has created a greater need for careful assessment of the extent, pattern, and developmental significance of possible neuropsychological sequelae in these survivors of serious childhood illne

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Book 1989nts of achievement within a do­ main? Does it not make both conceptual and practical sense to identify an individual‘s relative strengths and weaknesses so that abilities or strengths can be utilized to optimize functioning in areas of deficit? Although these all sound like reasonable precursors to

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nt components of achievement within a do­ main? Does it not make both conceptual and practical sense to identify an individual‘s relative strengths and weaknesses so that abilities or strengths can be utilized to optimize functioning in areas of deficit? Although these all sound like reasonable precursors to 978-1-4613-8812-8978-1-4613-8810-4

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Neuropsychological Foundationsus group of disorders. Clearly, there are relationships between overt and covert forms of human behavior (e.g., speech, language, learning, problem solving) and CNS functioning. Therefore, learning disabilities are assumed to be associated with particular patterns of CNS dysfunction. Given this assu

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Empirical Classification Modelsg disability nosology, there also are inherent problems with these models. Generally, the clinical-inferential models suffer from methodological weaknesses, limited data reduction strategies, and questionable validity. Consequently, the clinical utility of these methods is limited, especially when u