Neuropsychological Approaches to the Remediation of Educational Deficits

Abstract

Reviews current neuropsychological, neurocognitive, and neurobehavioral paradigms for designing interventions for children with various disorders, including phonological reading disabilities, nonverbal learning disabilities, and attention deficit hyperactivity disorders. Four models for intervention are discussed: (1) the Multistage Neuropsychological Assessment lntervention Model (P. A. Teeter & M. Semrud-Clikeman, in press); (2) the developmental neuropsychological remediation/habilitation framework designed by B. Rourke (1994); (3) rehabilitation procedures designed by R. M. Reitan and D. Wolfson (1992); and (4) the phenomenological model articulated by M. D. Levine (1993, 1994). /// Classroom and behavior management strategies and psychopharmacological interventions are also discussed.