Hardback : $122.00
A definitive reference--now extensively revised with 70% new material--this book presents cutting-edge knowledge on how learning disorders develop and how to diagnose and treat them effectively. In addition to dyslexia and mathematics disabilities, the book covers speech and language disorders, attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability. Accessibly written, it is grounded in genetics, neuroscience, and developmental neuropsychology. Clinicians and educators are guided to make sense of children's impairments and strengths and make sound diagnostic decisions. Best practices in intervention are reviewed. User-friendly features include case examples and summary tables in each disorder-specific chapter.
New to This Edition
*Revised throughout to reflect major theoretical, empirical, and technological advances.
*Chapters on etiology, brain development, and comorbidity.
*Chapters on DSM-5 diagnosis of specific learning disorder, evidence-based assessment, and achievement gaps.
A definitive reference--now extensively revised with 70% new material--this book presents cutting-edge knowledge on how learning disorders develop and how to diagnose and treat them effectively. In addition to dyslexia and mathematics disabilities, the book covers speech and language disorders, attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability. Accessibly written, it is grounded in genetics, neuroscience, and developmental neuropsychology. Clinicians and educators are guided to make sense of children's impairments and strengths and make sound diagnostic decisions. Best practices in intervention are reviewed. User-friendly features include case examples and summary tables in each disorder-specific chapter.
New to This Edition
*Revised throughout to reflect major theoretical, empirical, and technological advances.
*Chapters on etiology, brain development, and comorbidity.
*Chapters on DSM-5 diagnosis of specific learning disorder, evidence-based assessment, and achievement gaps.
I. Scientific Foundations
1. How Learning Disorders Develop
2. Etiology of Learning Disorders
3. Brain Mechanisms of Learning Disorders
4. Neuropsychological Constructs
5. Comorbidity
6. Specific Learning Disorder: DSM-5 and Beyond
7. Evidence-Based Practice in Assessment
8. Understanding Achievement Gaps
II. Reviews of Disorders
9. Speech and Language Disorders
10. Reading Disability (Dyslexia)
11. Mathematics Disorder
12. Attention-Deficit/Hyperactivity Disorder
13. Autism Spectrum Disorder
14. Intellectual Disability
Conclusions
References
Index
Bruce F. Pennington, PhD, is Distinguished University Professor
Emeritus in the Department of Psychology at the University of
Denver. He has conducted extensive research on learning disorders
and their comorbidity, using genetic and neuropsychological
methods. Dr. Pennington is a recipient of Research Scientist,
MERIT, and Fogarty awards from the National Institutes of Health;
the Samuel T. Orton Award from the International Dyslexia
Association; and the Emanuel Miller Memorial Lecture from the
British Association for Child and Adolescent Mental Health.
Lauren M. McGrath, PhD, is Assistant Professor in the Department of
Psychology at the University of Denver. Her expertise is in child
clinical psychology, developmental neuropsychology, and psychiatric
and behavioral genetics. Dr. McGrath's research focuses on children
with learning disabilities along two main themes: comorbidity
between learning and behavioral disorders, and genetic risk factors
and gene–environment interactions.
Robin L. Peterson, PhD, ABPP, is a pediatric neuropsychologist and
Assistant Clinical Professor at Children’s Hospital
Colorado/University of Colorado School of Medicine. She has
clinical and research interests in learning disorders, pediatric
traumatic brain injury (including concussion), and spina bifida.
Dr. Peterson is board certified in clinical neuropsychology.
"In this third edition, Pennington has done it again, distilling
vast clinical experience and encyclopedic knowledge to synthesize
and clarify the often confusing literature on learning disorders.
This substantially updated volume is a 'must read' for educators,
students, and researchers. It presents state-of-the-art findings in
a range of areas and discusses their clinical implications,
including which current beliefs and practices they might call into
question. Readers will benefit from the multiple perspectives on
each disorder and the linkages to diagnosis and treatment, complete
with very pertinent case presentations."--Sally E. Shaywitz, MD,
Audrey G. Ratner Professor in Learning Development and Co-Director,
Yale Center for Dyslexia and Creativity, Yale University
"I have had earlier editions of this book on my shelf for over 25
years--and have recommended it as essential reading more times than
I can count. Several new chapters and extensive updates of the rest
make the third edition almost entirely new. Recent advances in the
genetics and neuroscience of learning disorders are translated into
clear clinical recommendations on history taking, behavioral
observation, evaluation methods, diagnosis, and treatment. The
volume has been updated with DSM-5 formulations and the most
current assessment techniques. This is the authoritative reference
for practitioners who evaluate and treat children with learning
disorders, and should be mandatory reading for all trainees. You
will want to keep this book close at hand!"--Sally Ozonoff, PhD,
Endowed Professor and Vice Chair for Research, Department of
Psychiatry and Behavioral Sciences, MIND Institute, University of
California, Davis
"This is a dream book that will satisfy anyone interested in
learning disorders. It teaches us how to look at, think about, and
provide support to children with these conditions. While the reader
can skip around to read sections of interest, the sections also
build on each other. The third edition brings together the latest
advances in genetics, brain mechanisms, and developmental
neuropsychology. Rather than being an incremental update, it is
nearly completely new. There are new chapters on comorbidity,
evidence-based assessment, DSM-5 diagnosis, and more. This is one
of those rare books on learning disorders that is comprehensive and
unbiased. I will recommend this third edition to researchers,
practitioners, and students, and I will certainly use it in my
teaching. I am confident that this work will continue to be a
'bible' in the field."--Fumiko Hoeft, MD, PhD, Professor of
Psychological Sciences and Director, Brain Imaging Research Center,
University of Connecticut; Adjunct Professor, Dyslexia Center,
University of California, San Francisco
"Pennington and colleagues have delivered just what the field
needs--here is a scholarly and comprehensive yet clear and
accessible account of major learning disabilities and common
neurodevelopmental conditions. The third edition will be a vital
resource for students and clinicians interested in current
diagnostic knowledge and clinical best practices pertaining to
learning disorders."--Joel T. Nigg, PhD, Professor of Psychiatry
and Behavioral Neuroscience, Oregon Health and Science
University
"This book is a 'must have' for any professional who assesses
children for learning disorders. This third edition features
several new chapters and has been extensively updated to include
the most current scientific methods and DSM-5 diagnostic
information. The information in this book is a valuable resource
that practitioners will want to return to every time they evaluate
a child."--Michelle K. Hosp, PhD, Special Education Program,
University of Massachusetts Amherst -This book provides a thorough
review of current neuropsychological research for various forms of
learning disorders....The book would fit well in a university
classroom setting to prepare practitioners with a solid base of
research to support accurate differential diagnosis work in the
schools. (on the second edition)--NASP Communiqué,
10/20/2010ƒƒPennington's book is not only highly recommended to
anyone working with children having disabilities, but also highly
recommended for students in training. The book covers a broad range
of issues that are of essential importance in effective
practice....Pennington's delicate balance of covering a large
number of topics and disorders with sufficient breadth and depth,
with appeal to both researchers and practitioners, makes [this] one
of the most valuable books available on the topic. (on the second
edition)--Archives of Clinical Neuropsychology,
3/10/2009ƒƒCompelling because of the author's major contributions
and long active presence in the field. His experience uniquely
enables him to integrate the past with present research findings
and practice....I recommend this for the intended audience
(practitioners, researchers, and students), and also for already
informed parents who wish to learn more about their child's
condition. (on the second edition)--Journal of Autism and
Developmental Disorders, 9/15/2010
"In this third edition, Pennington has done it again, distilling
vast clinical experience and encyclopedic knowledge to synthesize
and clarify the often confusing literature on learning disorders.
This substantially updated volume is a 'must read' for educators,
students, and researchers. It presents state-of-the-art findings in
a range of areas and discusses their clinical implications,
including which current beliefs and practices they might call into
question. Readers will benefit from the multiple perspectives on
each disorder and the linkages to diagnosis and treatment, complete
with very pertinent case presentations."--Sally E. Shaywitz, MD,
Audrey G. Ratner Professor in Learning Development and Co-Director,
Yale Center for Dyslexia and Creativity, Yale University
"I have had earlier editions of this book on my shelf for over 25
years--and have recommended it as essential reading more times than
I can count. Several new chapters and extensive updates of the rest
make the third edition almost entirely new. Recent advances in the
genetics and neuroscience of learning disorders are translated into
clear clinical recommendations on history taking, behavioral
observation, evaluation methods, diagnosis, and treatment. The
volume has been updated with DSM-5 formulations and the most
current assessment techniques. This is the authoritative reference
for practitioners who evaluate and treat children with learning
disorders, and should be mandatory reading for all trainees. You
will want to keep this book close at hand!"--Sally Ozonoff, PhD,
Endowed Professor and Vice Chair for Research, Department of
Psychiatry and Behavioral Sciences, MIND Institute, University of
California, Davis
"This is a dream book that will satisfy anyone interested in
learning disorders. It teaches us how to look at, think about, and
provide support to children with these conditions. While the reader
can skip around to read sections of interest, the sections also
build on each other. The third edition brings together the latest
advances in genetics, brain mechanisms, and developmental
neuropsychology. Rather than being an incremental update, it is
nearly completely new. There are new chapters on comorbidity,
evidence-based assessment, DSM-5 diagnosis, and more. This is one
of those rare books on learning disorders that is comprehensive and
unbiased. I will recommend this third edition to researchers,
practitioners, and students, and I will certainly use it in my
teaching. I am confident that this work will continue to be a
'bible' in the field."--Fumiko Hoeft, MD, PhD, Professor of
Psychological Sciences and Director, Brain Imaging Research Center,
University of Connecticut; Adjunct Professor, Dyslexia Center,
University of California, San Francisco
"Pennington and colleagues have delivered just what the field
needs--here is a scholarly and comprehensive yet clear and
accessible account of major learning disabilities and common
neurodevelopmental conditions. The third edition will be a vital
resource for students and clinicians interested in current
diagnostic knowledge and clinical best practices pertaining to
learning disorders."--Joel T. Nigg, PhD, Professor of Psychiatry
and Behavioral Neuroscience, Oregon Health and Science
University
"This book is a 'must have' for any professional who assesses
children for learning disorders. This third edition features
several new chapters and has been extensively updated to include
the most current scientific methods and DSM-5 diagnostic
information. The information in this book is a valuable resource
that practitioners will want to return to every time they evaluate
a child."--Michelle K. Hosp, PhD, Special Education Program,
University of Massachusetts Amherst -This book provides a thorough
review of current neuropsychological research for various forms of
learning disorders....The book would fit well in a university
classroom setting to prepare practitioners with a solid base of
research to support accurate differential diagnosis work in the
schools. (on the second edition)--NASP Communiqué,
10/20/2010Æ’Æ’Pennington's book is not only highly recommended to
anyone working with children having disabilities, but also highly
recommended for students in training. The book covers a broad range
of issues that are of essential importance in effective
practice....Pennington's delicate balance of covering a large
number of topics and disorders with sufficient breadth and depth,
with appeal to both researchers and practitioners, makes [this] one
of the most valuable books available on the topic. (on the second
edition)--Archives of Clinical Neuropsychology,
3/10/2009Æ’Æ’Compelling because of the author's major contributions
and long active presence in the field. His experience uniquely
enables him to integrate the past with present research findings
and practice....I recommend this for the intended audience
(practitioners, researchers, and students), and also for already
informed parents who wish to learn more about their child's
condition. (on the second edition)--Journal of Autism and
Developmental Disorders, 9/15/2010
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