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<TABLE CELLSPACING=0 CELLPADDING=0><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Foreword (John O. Willis).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Introduction.</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Assessment of Individuals with Autism: Procedures and Pitfalls (Sally Logerquist).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Neuropsychological Evaluation of a Young Child with a Seizure Disorder (Marshall Andrew Glenn).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Language Assessment of a Sibling of a Child with Autism (Dale A. Bailey).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Cognitive and Achievement Correlates of Language Disorders (Stephen Camarata and Mary N. Camarata).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Comorbidity and Cumulative Effects of Inattention, Poor Emotional Control, and Language Problems on Academic Achievement in Early Childhood (R. W. Kamphaus and Tara C. Raines).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>How a Weakness in Attention Can Mask True Learning Capabilities and Achievement Gains (Eva M. Prince).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Associative Memory Disorder: An Unexpected Struggle Resulting in Difficulty with Basic Skill Acquisition (James M. Creed).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Evaluation of a Bilingual Student with a History of Language Delay: Differentiating Between a Language Impairment and Second Language Learning (Brigid Garvin).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Twice-Exceptional: A Gifted Child with Concomitant Learning Disabilities (Aimee Yermish).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>An Elementary School Student with a Specific Learning Disability in Reading: Use of the DAS-II to Generate and Test Causal Hypotheses (Colin D. Elliott).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Using a Patterns of Strengths and Weaknesses Approach in a Complex Case (James Hanson).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Learning is the Best Therapy: The Emotional Consequences of a Learning Disability (Lynne E. Jaffe).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Difference versus Disorder: Nondiscriminatory Assessment of an English Learner Suspected of Learning Disability (Samuel O. Ortiz).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Using the PASS Theory to Uncover Disorders in Basic Psychological Processes: An Example of Specific Learning Disability (Jack A. Naglieri).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Neuropsychological Evaluation of a Child with a Brain Injury at Birth (Sam Goldstein and Sean Cunningham).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Missing Out on Early Intervention: The Delay of Appropriate Services for a Child with SLD (Nancy Mather).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Learning Disabilities and Mathematics: A School Psychological Framework (Steven G. Feifer).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Cognitive Assessment System and the Wechsler Intelligence Scale for Children-IV in a Neuropsychological Context (Tulio M. Otero and Jack A. Naglieri).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Re-establishing Eligibility and Re-evaluation Post Natural Disaster (Tara C. Raines and Cecil Reynolds).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Psychoeducational Assessment of a Child with High Functioning Autism Using a Problem-Solving Approach (Joel S. Hanania).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>RTI Data and Cognitive Assessment are Both Useful for SLD Identification and Intervention Planning (Dawn Flanagan and Vincent Alfonso).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Specific Learning Disability Report: The Importance of Professional Judgment (Edward Schultz).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Integrating RtI with an Individual Comprehensive Assessment to Identify a Specific Learning Disability in Reading (Donna Rury Smith).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Assessing a Child with a Nonspecific Pervasive Development Disorder: Can a Nonverbal Cognitive Measure Help? (R. Steve McCallum).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Difficulty vs. Disability? A Student Struggling with Math (John M. Garruto).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Psychoeducational Assessment of a Student with a Visual Impairment Using the Woodcock-Johnson III Tests of Achievement - Braille Adaptation (Kimberly Morris).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Differential Diagnosis: ADHD, Emotional Disturbance, or Asperger&#8217;s Syndrome? (Elaine Fletcher-Janzen).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Heterogeneity and Complexities of Children with Developmental Delays (Melissa M. King and Mary C. Wright).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Differential Diagnosis: Emotional Disturbance or Conduct Disorder? (Elaine Fletcher-Janzen).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Integration of Post-Referral Progress Monitoring Data in a Specific Learning Disability Evaluation (Robert Misak).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Sweet Child (But Only When Not in School) (Mitchel D. Perlman).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Psychoeducational Evaluation of a Bilingual Student with a Visual Impairment (Sarah Gaines).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Memory and Processing Assessments: A Report for Parents (Milton J. Dehn).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Oral and Written Language Influences on Academic and Social Functioning: A Whole Child Approach (Blanche Podhajski and Frances Ingram).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Process Assessment of the Learner, 2nd Edition (PAL-II): Comprehensive Assessment for Evidence-Based, Treatment-Relevant Differential Diagnosis of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWL LD), and Dyscalculia (Virginia W. Berninger).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Math Problem Solving: Applying a Processing Model to LD Determination (Gail M. Cheramie, Linda Hernandez Parks, and Ashley Schuler).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Nonverbal Learning Disabilities or Asperger&#8217;s Syndrome? Clarification through Cognitive Hypothesis Testing (Lisa A. Hain and James B. Hale).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Applying a Multi-Level Interpretive Framework with an Emphasis on the Assessment of Executive Functions (George McCloskey).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Assessment of Non-Verbal Learning Disabilities (Christopher J. Nicholls).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Actively Involving an Adolescent in the Evaluation Process from Intake to Feedback: Promoting Positive Outcomes (Elizabeth O. Lichtenberger and Nadeen L. Kaufman).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>A Comprehensive Evaluation of a High School Student: When Social-Emotional Functioning and Specific Learning Disabilities Interact (Toby D. Laird).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>ADHD: To Be or Not to Be? That Was the Question (Ron Dumont).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Assessing an Adolescent English Language Learner: Teasing Apart the Threads of Two Languages (Deborah Rhein).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Neuropsychological Evaluation of an Adolescent with Moderate Mental Retardation: The Importance of Making an Accurate Diagnosis (Janice Sammons and Judith M. Kroese).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Impact of Slow Processing Speed on Performance (Jane McClure).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Falling through the Cracks: An Adolescent with a Severe Reading Disability (Bashir Abu Hamour, Annmarie Urso, Nancy Mather).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>A Multiple Measures Approach to Assessing a Student who is Deaf (Lisa S. Coyner).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Comprehensive Assessment of an Attention-Based Learning Problem: Capturing the Relevance of "Psychological Vital Signs" (Thomas M. Brunner).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Psychoeducational Assessment of a Juvenile Offender in a Correctional Setting (Christina Vasquez and Richard Morris).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>When the Child with Specific Learning Disabilities Grows Up (Nicole Ofiesh).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>A Comprehensive Evaluation of a High-Functioning Secondary Student with Dyslexia (Chris Coleman).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Use of Nonverbal Cognitive Assessment to Distinguish Learning Disabilities from Second Language Learning Difficulties (Sherry Mee Bell).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Enduring Nature of Specific Learning Disability: A College Freshman with a Specific Reading Disability (Barbara J. Wendling).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Comprehensive Evaluation of a Hard of Hearing High School Student in a Rural Setting (Kelly Metz).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Assessment of a Cognitively Capable Student Who is Struggling to Succeed in College (Andrew Shanock).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Making the Most of One&#8217;s Strengths: When Verbal Intelligence and Dedication to Succeed Overcome Late Identification (Michael E. Gerner).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Use of the Stanford-Binet Fifth Edition in a Brain Injury Case (Gale Roid and Krystle Edwards).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Psychoeducational Evaluation of an Adult for LD and ADHD: Integrating Neuropsychological Measures into Cross-Battery Assessment (Cathy Fiorello).</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Appendix A: Table of Reports.</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Appendix B: Guidelines for Writing Psychoeducational Assessment Reports.</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Appendix C: Test Acronyms.  	9780470617915</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR></TABLE>

Comprehensive evaluations : case reports for psychologists, diagnosticians, and special educators