• Complete coverage of how SLD manifests in academic performance and oral language
• Expert advice on and review of theory- and research-based approaches to SLD identification
• Expanded to include greater coverage of PSW and RTI as well as nonverbal learning disability
• Addresses differential diagnosis of SLD versus other learning problems

Accessible, highly practical SLD identification with strategies for immediate student support

Essentials of Specific Learning Disability Identification offers state-of-the-art guidance and practical advice for the accurate identification of learning disorders. Featuring contributions from esteemed researchers and coverage of the most recent strategies for intervention and support, this book gives practitioners an accessible, authoritative resource that clarifies both the definition of SLD and methods of identification.

Full coverage of SLD academic manifestations includes discussion of difficulties in reading, writing, mathematics, written expression, oral expression, listening comprehension and more, with a practically-oriented examination of multiple theoretical orientations and various approaches to identification. This new Second Edition features expanded coverage of nonverbal learning disabilities, neuropsychological perspectives, differential diagnosis of intellectual disability and speech-language impairment, Positive home-School Partnerships, and more, with extensive new coverage of identification approaches including the PSW and RTI.

An invaluable resource for professionals who work with children at risk for learning disabilities, Essentials of Specific Learning Disability Identification merges authoritative information with practical guidance to facilitate accurate SLD identification -- enabling timely intervention and the appropriate support that allows these children to lead successful, productive lives.

Other titles in the Essentials of Psychological Assessment series:

• Essentials of Cross-Battery Assessment, Third Edition
• Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
• Essentials of Dyslexia Assessment and Intervention
• Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
• Essentials of Evidence-Based Academic Interventions

VINCENT C. ALFONSO, PHD, is Dean of the School of Education at Gonzaga University in Spokane, Washington, and a certified school psychologist and licensed psychologist in New York State. He is co-editor of Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners and co-author of Essentials of Cross-Battery Assessment, Third Edition and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, Second Edition.

DAWN P. FLANAGAN, PHD, is Professor of Psychology at St. John's University in Queens, NY. She is also an Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine in New Haven, CT. She serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations both nationally and internationally. She is a co-developer of Cross-Battery Assessment and its corresponding software system (X-BASS). Her most recent books include Essentials of WISC-V Assessment; Clinical Use and Interpretation of the WJ IV: Scientist-Practitioner Perspectives; Essentials of Specific Learning Disability Identification, 2e; and Essentials of Planning, Selecting and Tailoring Interventions for Unique Learners. Her forthcoming book is Contemporary Intellectual Assessment: Theories, Tests, and Issues, 4e.