462 ANNOTATED BIBLIOGRAPHY
This is an important resource for investigating the many issues involved in cross-cultural assessment of specific groups (i.e. Asian American, Native American, African-American, Hispanics, gay and lesbian, women, elders, and children), as well as special populations (i.e. brain injury, epilepsy, medical disorders, and HIV). Among other issues, it also addresses specific problems with assessment instruments and psychometric considerations, as well as ethnobiological variations in responsiveness to medication.
Frank, R., Rosenthal, M., & Caplan, B. (Eds.). (2009). Handbook of rehabilitation Psychology (2nd. ed.). Washington, D.C.: American Psychological Association.
Although there is only one section of this book that addresses the pediatric population specifically, it is an important resource for looking at the rehabilitation process as a whole, especially the role of the family as caregivers, which is not often addressed in neuropsychological literature.
Genese, F., Paradis, J., & Crago, M. (2004): Dual language development and disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Brookes Publishing.
This book provides some understanding of the specific problems of children who are bilingual and have primary problems in language development.
Glidden, L. M. (Ed.) (2001). International review of research in mental retardation: Autism. San Diego, CA: Academic Press.
A thorough and very readable review of etiology, diagnosis, characteristics, and functioning, and the implications of both for later development and for family members. It should be supplemented by Bowler’s volume (see above), which supplies more recent research.
Nonetheless, the present volume provides an excellent, readable, and succinct overview of autism.
Johnson, M. H. (2005). Developmental cognitive neuroscience (2nd ed.). Malden, MA: Blackwell Publishing.
For those who wish to increase their background knowledge of the development and organization of brain functions. It is easy to read even for novices in the field.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
An excellent book that covers all aspects of current research in dyslexia and evidence-based interventions. Written for parents and dyslexics themselves, it is important reading for the clinician, not only because of the discussions of assessment, diagnosis, and intervention, but also in developing empathy for the struggles met daily by those suffering from dyslexia and many other developmental and acquired neurological disorders. Shaywitz writes with a clarity and compassion that all neuropsychologists should strive to develop.
Snowling, M., & Stackhouse, J., (Eds.). (2006). Dyslexia, speech, and language: A practitioner’s handbook (2nd ed.). Hoboken, NJ: Wiley.
This is a very practically oriented book on dyslexia. The authors provide links from theory to their applications in the treatment and special education of dyslexia. The book does not cover all aspects of dyslexia, however. The reader should supplement with more theory and research oriented reading as well as texts treating naming problems that may also underlie dyslexia.
Yeates, K., Ris, M. D., & Taylor, H. G. (Eds.) (2000). Pediatric neuropsychology: Research, theory, and practice. New York: Guilford Press.
With contributions from highly respected researchers in child neurology/neuropsychology (i.e. Denckla, Rovet, Welsh & Pennington, etc.), this is a clear, well-written resource for investigating primary disorders of the CNS, as well as CNS dysfunction in other medical disorders not so frequently addressed. It also contains excellent discussions of developmental neuropsychological assessment and child neuropsychological evaluations by veterans Jane Bernstein and Ida Sue Baron.
464 ABOUT THE AUTHORS
the University of Helsinki. Her main responsibility is to chair the national Finnish postgraduate specialization program in clinical neuropsychology. The senior author of the NEPSY and NEPSY-II, Dr. Korkman was for many years a senior pediatric neuropsychologist at the Children’s Castle Hospital in Helsinki and at Helsinki University Central Hospital, Hospital for Children and Adolescents, Helsinki, Finland. She is a highly respected researcher and internationally productive investigator in a wide-ranging array of acquired and developmental disorders. Further, Dr. Korkman has taught pediatric neuropsychology at the University of Helsinki, at the University of Maastricht (Netherlands), and at Åbo Academy University in Finland. Particular research interests include language disorders, epilepsy, the effects of extremely low birth weight, and Fetal Alcohol Syndrome. She is a frequent presenter at conferences and workshops all over the world.
REVIEWER BIOGRAPHY
Dr. Stephen R. Hooper is a Professor of Psychiatry at the University of North Carolina School of Medicine where he also is the Associate Director of the Center for Development and Learning at the Carolina Institute for Developmental Disabilities. He holds clinical appointments in the Department of Pediatrics, the Department of Psychology, and the School of Education. Clinically, he is the Director of the Child and Adolescent Neuropsychology Service at the Center. Dr. Hooper received his doctoral degree from the University of Georgia and completed a Postdoctoral Fellowship in Child Neuropsychology at Brown University Medical School. Current research interests include examining the neurobiological bases and neuropsychological outcomes of a variety of childhood disorders including pediatric kidney disease, early onset childhood schizophrenia, pediatric traumatic brain injury, written language disorders, and childhood maltreatment and neglect. Dr. Hooper maintains grant funding from the National Institutes of Health, the Department of Education, and the Maternal Child Health Bureau. Dr. Hooper has written or edited 13 books, and nearly 200 peer-reviewed articles and book chapters. He is an editor on several professional journals and regularly provides scientific reviews for numerous journals in the field of child psychology and child neuropsychology.