Integrating Neuropsychology and School Psychology: Potential and Pitfalls

Autor/inn/en	Jantz, Paul B.; Plotts, Cynthia A.
Titel	Integrating Neuropsychology and School Psychology: Potential and Pitfalls
Quelle	In: Contemporary School Psychology, 18 (2014) 1, S.69-80 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-013-0006-2
Schlagwörter	Neuropsychology; School Psychology; Integrated Activities; Performance Factors; Barriers; Educational Opportunities; Learning Disabilities; Psychoeducational Methods; Educational Practices; Educational History; Clinical Psychology; Training Methods; Educational Needs; Integrated Curriculum; Interdisciplinary Approach; Unified Studies Curriculum; Elementary Secondary Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Neuropsychologie; Schulpsychologie; Integrierender Unterricht; Leistungsindikator; Bildungsangebot; Bildungschance; Learning handicap; Lernbehinderung; Bildungspraxis; History of education; Bildungsgeschichte; Klinische Psychologie; Didaktik; Trainingsmaßnahme; Educational need; Bildungsbedarf; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kombinationsstudiengang; Post-secondary education; Tertiäre Bildung
Abstract	The neurological basis of learning disabilities (LD), and other handicapping conditions commonly found in school-age children, makes the integration of neuropsychology and school psychology plausible. However, there has been longstanding debate over the required level of education, training, supervision, and credentialing needed for the practice of neuropsychology in the school and attempts at integration have thus far been controversial. Although the competent practice of school psychology requires some familiarity with neuropsychology foundations, terminology, techniques, and contributions to the understanding of disorders of childhood and adolescence, training guidelines are lacking. The demarcation between psychoeducational and neuropsychological techniques has become increasingly blurred; neuropsychology is already practiced in schools without consensus regarding training and credentialing. This paper briefly traces the history of neuropsychology in the schools from the early 1980s to the present, describing both the potential and the pitfalls for the integration of clinical child neuropsychology and school psychology, including implications for training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10