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General School Neuropsychology Reference Books:

  • Riccio, C. A., Sullivan, J. R., & Cohen, M. J. (2010). Neuropsychological assessment and intervention for childhood and adolescent disorders. Hoboken, NJ: Wiley & Sons.
  • Miller, D. C. (Ed.) (2010). Best practices in school neuropsychology: Guidelines for effective practice, Assessment, and evidence-based intervention. Hoboken, NJ: Wiley & Sons.
  • Petersen, R. L., Yeates, K. O., Ris, M. D., Taylor, H. G., & Pennington, B. F. (2009). Pediatric neuropsychology, Second Edition: Research, theory, and practice. New York: The Guilford Press.
  • Semrud-Clikeman, & Teeter-Ellison, P. A. (2009). Child neuropsychology: Assessment and interventions for neurodevelopmental disorders - Second Edition. New York: Springer.
  • Reynolds, C. R., & Fletcher-Janzen, E. (Eds.). (2008). Handbook of clinical child neuropsychology. (3rd ed.). New York: Plenum Press.
  • Fletcher-Janzen, E., & Reynolds, C. R. (Eds.). (2008). Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention. Hoboken, NJ: Wiley & Sons, Inc.
  • Reed, J. & Warner-Rigers, J. (Eds.). (2008). Child neuropsychology: Concepts, theory, and practice. New York: Wiley-Blackwell.
  • D’Amato, R. C., Fletcher-Janzen, E., & Reynolds, C. R. (Eds.). (2005). Handbook of school neuropsychology. New York: John Wiley & Sons.
  • Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner’s handbook. New York: The Guilford Press.
  • Jiron, C. (2004). Brainstorming: Using neuropsychology in the schools. Los Angeles: Western Psychological Services.

School Neuropsychology Assessment Books:

  • Kemp, S. L. & Korkman, M. (2010). Essentials of the NEPSY-II assessment. Hoboken, NJ: Wiley & Sons.
  • Miller, D. C. (2007). Essentials of school neuropsychological assessment. Hoboken, NJ: Wiley & Sons.
  • Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Essentials of cross-battery assessment, 2nd Edition. Hoboken, NJ: Wiley & Sons.
  • Dehn, M. J. (2006). Essentials of processing assessment. Hoboken, NJ: Wiley & Sons.
  • Baron, I. S. (2004). Neuropsychological evaluation of the child. New York: Oxford University Press.

School Neuropsychology Intervention Books:

  • Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Baltimore, MD: Brookes Publishing Co.
  • Berninger, V. W., & Wolf, B. J. (2009). Helping students with dyslexia and dysgraphia make connections: Differentiated lesson plans in reading and
    writing    . Baltimore, MD: Brookes Publishing Co.
  • Wendling, B. J., & Mather, N. (2008). Essentials of evidence-based academic interventions. Hoboken, NJ: Wiley & Sons.
  • Hunter, S. J., & Donders, J. (Eds.) (2007). Pediatric neuropsychological intervention. New York: Cambridge University Press.
  • Horne, C., & Feifer, S. G. (2007). Playing with math…The name of the game. Middletown, MD: School Neuropsych Press, LLC.
  • Mather, N. & Jaffe, L. E. (2002). Woodcock Johnson III: Reports, recommendations, and strategies. Hoboken, NJ: Wiley & Sons.

Neuropsychology Report Writing and Case Studies:

  • Apps, J. N., Newby, R. F., & Roberts, L. W. (2008). Pediatric neuropsychology case studies: from the exceptional to the commonplace. New York: Springer.
  • Lichtenberger, E. O., Mather, N., Kaufamn, N. L., & Kaufman, A. S. (2004). Essentials of assessment report writing. Hoboken, NJ: Wiley & Sons.

Neuropsychology of Sensory-Motor Functions:

  • Dewey, D. & Tupper, D. E. (2004). Developmental motor disorders: A neuropsychological perspective. New York: The Guilford Press.

Neuropsychology of Attentional Processes:

  • Riccio, C. A., Reynolds, C. R., & Lowe, P. A. (2001). Clinical applications of Continuous Performance Tests: Measuring attention and impulsive responding in children and adults. Hoboken, NJ: Wiley & Sons.

Neuropsychology of Language:

  • Mody, M. & Sullivan, E. R. (Eds.) (2008). Brain, behavior, and learning in language and reading disorders. New York: The Guilford Press.

Neuropsychology of Memory and Learning:

  • Dehn, M. J. (2010). Long-term memory problems in children and adolescents: Assessment, intervention, and effective instruction. Hoboken, NJ: Wiley & Sons
  • Dehn, M. J. (2008). Working memory and academic learning: Assessment and intervention. Hoboken, NJ: Wiley & Sons.
  • Adams, W., & Reynolds, C. R. (2008). Essentials of WRAML-2 and TOMAL-2. Hoboken, NJ: Wiley & Sons.
  • Alloway, T. P. & Gathercole, S. E. (2006). Working memory and neurodevelopemntal disorders. Florence, KY: Psychology Press.

Neuropsychology of Executive Functions:

  • Dawson, P. & Guare, R. (2010). Executive skills in children and adolescents, Second Edition: A practical guide to assessment and intervention. New York: The Guilford Press.
  • McCloskey, G. (2010). Essentials of executive function assessment. Hoboken, NJ: Wiley & Sons.
  • Meltzer, L. (2010). Promoting executive function in the classroom (What works for special-needs learners). New York: The Guilford Press.
  • McCloskey, G., Perkins, L. A., & Diviner, B. V. (2009). Assessment and intervention for executive function difficulties. Florence, KY: Routledge.
  • Meltzer, L. (2007). Executive function in education: From Theory to Practice. New York: Guilford Press.

Assessment of Cognitive Abilities and Academic Achievement:

  • Schrank, F. A., Miller, D. C., Wendling, B. J., & Woodcock, R. W. (2010). Essentials of the WJ III Cognitive Abilities assessment. Hoboken, NJ: Wiley.
  • Lichtenberger, E. O. & Breaux, K. C. (2010). Essentials of the WIAT-III and KTEA-II. Hoboken, NJ: Wiley & Sons.
  • Flanagan, D. P. & Kaufman, A. S. (2009). Essentials of WISC-IV assessment. Hoboken, NJ: Wiley & Sons.
  • Lichtenberger, E. O. & Kaufman, A. S. (2009). Essentials of WAIS-IV assessment. Hoboken, NJ: Wiley & Sons.
  • Dumont, R., Willis, J. O., & Elliott, C. D. (2008). Essentials of DAS-II assessment. Hoboken, NJ: Wiley & Sons.
  • Prifitera, A., Saklofske, D. H., & Weiss, L. G. (Eds.) (2008). WISC-IV clinical assessment and intervention, Second edition. New York: Academic Press.
  • Kaufman, A. S., Lichtenberger, E. O., Fletcher-Janzen, E., & Kaufman, N. L. (2005). Essentials of KABC-II assessment. Hoboken, NJ: Wiley & Sons.
  • Schrank, F. A. & Flanagan, D. P. (Eds.). (2005). WJ III clinical use and interpretation: Scientist-practitioner perspectives. New York: Academic Press.
  • Prifitera, A., Saklofske, D. H., & Weiss, L. G. (Eds.) (2004). WISC-IV clinical use and interpretation: Scientist-practitioner perspectives. New York: Academic Press.

Neuropsychology of Social-Emotional Functioning:

  • Feifer, S. G., & Rattan, G. (2009). Emotional Disorders: A neuropsychological, psychopharmacological, and educational perspective. Middletown, MD: School Neuropsych Press.

Neuropsychology of Reading Disorders:

  • Christo, C., Davis, J., & Brock, S. E. (2009). Identifying, assessing, and treating dyslexia at school. New York: Springer.
  • Feifer, S. G., & Della Toffalo, D. (2007). Integrating RTI with cognitive neuropsychology: A scientific approach to reading. Middletown, MD: School Neuropsych Press.
  • Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

Neuropsychology of Written Expression:

  • Feifer, S. G., & De Fina, P. A. (2002). The neuropsychology of written language disorders: Diagnosis and intervention. Middletown, MD: School Neuropsych Press.

Neuropsychology of Mathematics:

  • Krasa, N. & Shunkwiler, S. (2009). Number sense and number nonsense: Understanding the challenges of learning math. Baltimore, MD: Brookes Publishing Co.
  • Feifer, S. G., & De Fina, P. A. (2005). The neuropsychology of mathematics: Diagnosis and intervention. Middletown, MD: School Neuropsych Press.

Neuropsychology of Clinical and Medical Disorders:

  • Koziol, L. F. & Budding, D. E. (2010). Subcortical structures and cognition: Implications for neuropsychological assessment. New York: Springer.
  • Castillo, C. L. (Ed.). (2008). Children with complex medical issues in schools: Neuropsychological descriptions and interventions. New York: Springer Publishing Company.
  • Coach, D., Dawson, G., & Fisher, K. W. (Eds.) (2007). Human behavior, learning, and developing brain: Atypical development. New York: The Guilford Press.
  • Coach, D., Dawson, G., & Fisher, K. W. (Eds.) (2007). Human behavior, learning, and developing brain: Typical development. New York: The Guilford Press.
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2006). Learning disabilities: From identification to intervention. New York: The Guilford Press.
  • Freeman, J. M., Vining, E. P. G., & Pillas, D. J. (2006). Seizures and epilepsy in childhood: A guide. Baltimore, MD: The John Hopkins University Press.

Neuropsychology of Traumatic Brain Injury:

  • Anderson, V., & Yeates, K. O. (Eds.). (2010). Pediatric traumatic brain injury: New frontiers in clinical and translational research. New York: Cambridge University Press.
  • Semrud-Clikeman, M. (2001). Traumatic brain injury in children and adolescents. New York: The Guilford Press.

Neuroanatomy Review Books:

  • Carter, R, Aldridge, S., Page, M., & Parker, S. (2009). The Human Brain Book. New York: DK
  • Goldberg, S. (2007). Clinical neuroanatomy made radiculously simple (3rd Ed.). Miami, FL: Medmaster.