Neuropsychological Perspectives on Learning Disabilities in the Era of RTI

AninsightfullookattheroleofneuroscienceandneuropsychologyasitrelatestoResponsetoIntervention(RTI)inlearningdisabilitydiagnosis,treatment,andpolicyreformNeuropsychologicalPerspectivesonLearningDisabilitiesintheEraofRTIisarevolutionarynewvolumepresentingthelatestresearch—inquestion–and–answerformat—fromleadingscholarsaboutthecontributionsofneuroscienceandneuropsychologyasitrelatestoResponsetoIntervention(RTI)inlearningdisabilityidentification,diagnosis,andrecommendedinterventions.Thiscollectiveworkincludescontributionsfrommorethanthirtyneuroscientists,neuropsychologists,clinicalpsychologists,andschoolpsychologistswithtraininginbrain–behaviorrelationships,whoexploretheanswerstoquestionsincluding:HowdoyoureconcileRTIasameansofdiagnosisoflearningdisabilitywithknowledgefromtheclinicalneurosciences??Whatdoyouthinkneurosciencehastoofferlawsandpoliciesassociatedwithlearningdisabilitydetermination?Whatdoyouthinkneurosciencehastooffertheassessmentandidentificationoflearningdisabilities?WhatroledoesneurocognitivescienceplayindesigninginterventionsinthecontextofRTI?Whatroledoesneuropsychologyhavetoplayinthediagnosisoflearningdisability?Featuringcontributionsfromleadersinthefieldofneuropsychologyandschoolpsychology,andwithaForewordfromSallyShaywitz,NeuropsychologicalPerspectivesonLearningDisabilitiesintheEraofRTIilluminatesthecontributionsofneuro–scienceandneuropsychologytolearningdisabilityidentificationandcurrenteducationalreform.