LEADER 03906nam 2200481 450 001 9910829912603321 005 20230629221252.0 010 $a1-119-79056-5 010 $a1-119-79054-9 035 $a(MiAaPQ)EBC6939969 035 $a(Au-PeEL)EBL6939969 035 $a(CKB)21425630900041 035 $a(OCoLC)1302331135 035 $a(EXLCZ)9921425630900041 100 $a20221106d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aBest practices in school neuropsychology $eguidelines for effective practice, assessment, and evidence-based intervention /$fedited by Daniel C. Miller [and three others] 205 $a2nd ed. 210 1$aHoboken, New Jersey :$cJohn Wiley & Sons, Inc.,$d[2022] 210 4$dİ2022 215 $a1 online resource (642 pages) 311 08$aPrint version: Miller, Daniel C. Best Practices in School Neuropsychology Newark : John Wiley & Sons, Incorporated,c2022 9781119790532 320 $aIncludes bibliographical references. 330 $a"The updates to this second edition make it easy to say that we still live in an exciting time in school neuropsychology. However, prior to its publication, we have been broadsided by a pandemic that has affected all areas of our practice. At the time of this writing, studies on how SARS-2-CoV (Covid-19) affects pediatric populations are few and far between. The American Academy of Pediatrics is imploring the federal government to provide funding for more intensive care beds, thousands of children have been hospitalized, and hundreds of thousands are grieving the loss of primary caregivers. School-based personnel are trying to disentangle the effects of tele-instruction, loss of instruction, loss of school supervision, new disabilities, family stress, exacerbation of existing disabilities, and mental health issues on how children are functioning back in school. Of course, most kids are going to be fine. Regardless of whether they contract Covid-19, they will have the supports and constitution to weather this unprecedented and awfully long event. However, in school neuropsychology, we do not see these students - we see only those who have suffered many setbacks and have encountered extremely stressful issues. Also, at this point, few school systems and organizations are talking about the fact that Covid-19 easily crosses into the central nervous system and the blood-brain barrier. The exact mechanisms are not known at this time, but all point to some students contracting a long-haul version where brain fog and concentration, memory, sleep, and energy issues stay for a chronic period and significantly impact the child's ability to meet the demands of everyday living. This is where the school neuropsychologist can help the most! We will have to lead the way for school personnel, not just assuming that lack of instruction or depression is the reason for poor school performance. We will have to educate others about what can happen when bacteria and viruses invade the brain, and we will have to help measure and name what is going on so that interventions will work. This post-pandemic era will create gaps in practice that only school neuropsychology can fill, and we can take our knowledge from this book and lead with certainty in an uncertain age"--$cProvided by publisher. 606 $aPediatric neuropsychology 606 $aClinical neuropsychology 606 $aSchool psychology 615 0$aPediatric neuropsychology. 615 0$aClinical neuropsychology. 615 0$aSchool psychology. 676 $a618.92/8 702 $aMiller$b Daniel C. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910829912603321 996 $aBest practices in school neuropsychology$94063151 997 $aUNINA