The Role Of Technology In Clinical Neuropsychology

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Neuropsychology as a field has been slow to embrace and exploit the potential offered by technology to either make the assessment process more efficient or to develop new capabilities that augment the assessment of cognition. The Role of Technology in Clinical Neuropsychology details current efforts to use technology to enhance cognitive assessment with an emphasis on developing expanded capabilities for clinical assessment. The first sections of the book provide an overview of current approaches to computerized assessment along with newer technologies to assess behavior. The next series of chapters explores the use of novel technologies and approaches in cognitive assessment as they relate to developments in telemedicine, mobile health, and remote monitoring including developing smart environments. While still largely office-based, health care is increasingly moving out of the office with an increased emphasis on connecting patients with providers, and providers with other providers, remotely. Chapters also address the use of technology to enhance cognitive rehabilitation by implementing conceptually-based games to teach cognitive strategies and virtual environments to measure outcomes. Next, the chapters explore the use of virtual reality and scenario-based assessment to capture critical aspects of performance not assessed by traditional means and the implementation of neurobiological metrics to enhance patient assessment. Chapters also address the use of imaging to better define cognitive skills and assessment methods along with the integration of cognitive assessment with imaging to define the functioning of brain networks. The final section of the book discusses the ethical and methodological considerations needed for adopting advanced technologies for neuropsychological assessment. Authored by numerous leading figures in the field of neuropsychology, this volume emphasizes the critical role that virtual environments, neuroimaging, and data analytics will play as clinical neuropsychology moves forward in the future.

The Wiley Handbook Of What Works In Child Maltreatment: An Evidence-based Approach To Assessment And Intervention

Download The Wiley Handbook Of What Works In Child Maltreatment: An Evidence-based Approach To Assessment And Intervention

A comprehensive guide to empirically supported approaches for child protection cases

The Wiley Handbook of What Works in Child Maltreatment offers clinicians, psychologists, psychiatrists and other professionals an evidence–based approach to best professional practice when working in the area of child protection proceedings and the provision of assessment and intervention services in order to maximize the well–being of young people. It brings together a wealth of knowledge from expert researchers and practitioners, who provide a comprehensive overview of contemporary work informing theory, assessment, service provision, rehabilitation and therapeutic interventions for children and families undergoing care proceedings. Coverage includes theoretical perspectives, insights on the prevalence and effects of child neglect and abuse, assessment, children s services, and interventions with children, victims and families.

Seeing Students Learn Science: Integrating Assessment And Instruction In The Classroom By Alexandra Beatty And Heidi Schwein

Download Seeing Students Learn Science: Integrating Assessment And Instruction In The Classroom By Alexandra Beatty And Heidi Schwein

This book is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. The book includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.

Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to “do” science for themselves in ways that harness their natural curiosity and understanding of the world around them.

The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments—whatever their purpose—cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so.

Preface

1 What's Really Different?

2 What Does This Kind of Assessment Look Like?

3 What Can I Learn from My Students' Work?

4 Building New Kinds of Assessments into the Flow of Your Instruction

5 You and Your School, District, and State

References

Resources for Practitioners

Biographical Sketches of Consulting Experts

About the Authors

Acknowledgments

Index