Margaret Semrud-Clikeman, PhD, is Professor Emerita in the Division of Clinical Behavioral Neuroscience at the University of Minnesota Medical School. A board-certified pediatric neuropsychologist, she formerly served on the faculties of The University of Texas at Austin and Michigan State University and practiced as a school psychologist in Wisconsin. Dr. Semrud-Clikeman's research interests include neuroimaging in children with nonverbal learning disability and autism spectrum disorder, as well as neuropsychological studies of cerebral malaria in Malawi and Uganda. She has published over 100 peer-reviewed articles, 75 chapters, and several books; has presented her work internationally; and has been an invited professor in Singapore, Italy, New Zealand, and Finland.Catherine A. Fiorello, PhD, is Professor of School and Counseling Psychology at Temple University. She is an elected Fellow of Division 16 (School Psychology) of the American Psychological Association and of the American Academy of School Psychology, and is a board-certified school psychologist. Dr. Fiorello’s research focuses on cognitive and neuropsychological assessment, with an emphasis on ensuring the fairness of assessment measures for students who are culturally and linguistically diverse and those growing up in poverty. She also has publications and clinical experience in the areas of learning and behavior disorders, health-related disorders, low-incidence disabilities, intellectual giftedness, and school neuropsychology.James B. Hale, PhD, until his death in 2023, was an internationally respected expert in the field of pediatric neuropsychology. He served on the faculties of several universities and, after retiring from academia, opened a clinical practice serving children and families of the Pacific Northwest. Additionally, he was founding director of the Center for Teaching Brain Literacy in Bellingham, Washington. A board-certified pediatric neuropsychologist, Dr. Hale was also a licensed school psychologist and certified special education teacher. He conducted research to make neuropsychological assessment relevant for school intervention for children with high-incidence learning and behavior problems. A frequent conference presenter, Dr. Hale was author or coauthor of numerous scholarly publications.

“The second edition of this valuable text provides a well-organized approach to an area of training and practice that has become increasingly complex. It offers school psychologists and trainees a supportive framework to begin to understand the brain–behavior relationships that underlie typical and atypical development. The book is formatted so that information is easily referenced when new issues arise in the school setting.”--Rachel W. Robillard, PhD, private practice, Austin, Texas“Little did my colleague and I know when we introduced the term ‘school neuropsychology’ over four decades ago that it would evolve into such a widely recognized and in-demand specialization. The second edition of this seminal work should be required reading for graduate students in school and clinical psychology, as well as seasoned practitioners. It provides a rich foundation for school-based practitioners seeking to expand their assessment and intervention repertoires. This book is unique in integrating current research with detailed clinical case studies that cut across the many neurodevelopmental, psychiatric, and genetic disorders seen in children and adolescents.”--George W. Hynd, EdD, Distinguished Research Professor Emeritus and former Director, Center for Clinical and Developmental Neuropsychology, The University of Georgia“What I appreciate most about this book is its scientifically grounded and practical approach to child neuropsychological assessment and intervention. It guides practitioners through every step, from evaluation to planning effective strategies, with clear, real-world prompts. Rather than relying solely on test scores, the authors emphasize direct observation and the interpretation of objective results specific to each child. They stress the importance of integrating information from multiple sources, while also considering developmental, cultural, and contextual factors. Helpful boxed content and case studies serve to deepen understanding and connect theory to practice.”--Irene C. Mammarella, PhD, Department of Developmental and Social Psychology, University of Padova, Italy-

• Introduction1. Assessment and Intervention Practices in Educational Settings2. A Model of Brain Functioning3. Neuropsychological Approaches to Assessment Interpretation4. Linking Assessment to Intervention5. The Neuropsychology of Reading and Reading Disorders6. The Neuropsychology of Mathematics Disorders7. The Neuropsychology of Written Language Disorders8. The Neuropsychology of Autism Spectrum Disorder, Nonverbal Learning Disabilities, and Attention-Deficit/Hyperactivity Disorder9. Neuropsychological Principles and Psychopathology10. Neuropsychology of Chronic Medical Disorders11. Common Genetic Disorders in ChildhoodReferencesIndex

Margaret Semrud-Clikeman, PhD, is Professor Emerita in the Division of Clinical Behavioral Neuroscience at the University of Minnesota Medical School. A board-certified pediatric neuropsychologist, she formerly served on the faculties of The University of Texas at Austin and Michigan State University and practiced as a school psychologist in Wisconsin. Dr. Semrud-Clikeman's research interests include neuroimaging in children with nonverbal learning disability and autism spectrum disorder, as well as neuropsychological studies of cerebral malaria in Malawi and Uganda. She has published over 100 peer-reviewed articles, 75 chapters, and several books; has presented her work internationally; and has been an invited professor in Singapore, Italy, New Zealand, and Finland.Catherine A. Fiorello, PhD, is Professor of School and Counseling Psychology at Temple University. She is an elected Fellow of Division 16 (School Psychology) of the American Psychological Association and of the American Academy of School Psychology, and is a board-certified school psychologist. Dr. Fiorello’s research focuses on cognitive and neuropsychological assessment, with an emphasis on ensuring the fairness of assessment measures for students who are culturally and linguistically diverse and those growing up in poverty. She also has publications and clinical experience in the areas of learning and behavior disorders, health-related disorders, low-incidence disabilities, intellectual giftedness, and school neuropsychology.James B. Hale, PhD, until his death in 2023, was an internationally respected expert in the field of pediatric neuropsychology. He served on the faculties of several universities and, after retiring from academia, opened a clinical practice serving children and families of the Pacific Northwest. Additionally, he was founding director of the Center for Teaching Brain Literacy in Bellingham, Washington. A board-certified pediatric neuropsychologist, Dr. Hale was also a licensed school psychologist and certified special education teacher. He conducted research to make neuropsychological assessment relevant for school intervention for children with high-incidence learning and behavior problems. A frequent conference presenter, Dr. Hale was author or coauthor of numerous scholarly publications.

“The second edition of this valuable text provides a well-organized approach to an area of training and practice that has become increasingly complex. It offers school psychologists and trainees a supportive framework to begin to understand the brain–behavior relationships that underlie typical and atypical development. The book is formatted so that information is easily referenced when new issues arise in the school setting.”--Rachel W. Robillard, PhD, private practice, Austin, Texas“Little did my colleague and I know when we introduced the term ‘school neuropsychology’ over four decades ago that it would evolve into such a widely recognized and in-demand specialization. The second edition of this seminal work should be required reading for graduate students in school and clinical psychology, as well as seasoned practitioners. It provides a rich foundation for school-based practitioners seeking to expand their assessment and intervention repertoires. This book is unique in integrating current research with detailed clinical case studies that cut across the many neurodevelopmental, psychiatric, and genetic disorders seen in children and adolescents.”--George W. Hynd, EdD, Distinguished Research Professor Emeritus and former Director, Center for Clinical and Developmental Neuropsychology, The University of Georgia“What I appreciate most about this book is its scientifically grounded and practical approach to child neuropsychological assessment and intervention. It guides practitioners through every step, from evaluation to planning effective strategies, with clear, real-world prompts. Rather than relying solely on test scores, the authors emphasize direct observation and the interpretation of objective results specific to each child. They stress the importance of integrating information from multiple sources, while also considering developmental, cultural, and contextual factors. Helpful boxed content and case studies serve to deepen understanding and connect theory to practice.”--Irene C. Mammarella, PhD, Department of Developmental and Social Psychology, University of Padova, Italy-

• Introduction1. Assessment and Intervention Practices in Educational Settings2. A Model of Brain Functioning3. Neuropsychological Approaches to Assessment Interpretation4. Linking Assessment to Intervention5. The Neuropsychology of Reading and Reading Disorders6. The Neuropsychology of Mathematics Disorders7. The Neuropsychology of Written Language Disorders8. The Neuropsychology of Autism Spectrum Disorder, Nonverbal Learning Disabilities, and Attention-Deficit/Hyperactivity Disorder9. Neuropsychological Principles and Psychopathology10. Neuropsychology of Chronic Medical Disorders11. Common Genetic Disorders in ChildhoodReferencesIndex