Tatiana V. AkhutinaCambridge University PressEdition: Reprint, 7/2/2015EAN 9781107531659, ISBN10: 1107531659Paperback, 318 pages, 22.9 x 15.2 x 1.8 cmLanguage: EnglishBased on the ideas of Russian psychologists Lev Vygotsky and Alexander Luria, this book explores methods of preventing or overcoming learning disabilities. Tatiana V. Akhutina and Natalia M. Pylaeva build on Vygotsky and Luria's sociocultural theory and their principle of a systemic structure and dynamic organization of higher mental functions. They focus on the interactive scaffolding of the weak components of the child's functional systems, the transition from joint child-adult co-actions, and the emotional involvement of the child. The authors discuss effective ways to remediate issues with attention, executive functions (working memory and cognitive control) and spatial and visual-verbal functions. Overcoming Learning Disabilities translates complex problems into easily understandable concepts useful to school psychologists, special and general education teachers, and parents of children with learning disabilities.Part I. General Issues in Development and Remediation of Higher Mental Functions1. Neuropsychology of individual differences in children as the foundation for the application of neuropsychological methods at school2. Methodology of neuropsychological intervention in children with uneven development of mental functions3. What psychologists, teachers, and parents need to know about children with learning disabilities4. Neuropsychological support of remedial and developing education5. Neuropsychological approach to development of health preserving educational techniquesPart II. Methods of Development and Remediation of Executive Functions6. Organization of joint activity7. The 'School of Attention' method - approbation and pilot study of effectiveness8. Modified psychological methods to facilitate development of the executive functions9. Numerical sequences in the remedial work with the 4th-graders10. The role of the analysis of the zone of proximal development in the course of remediation of executive functionsan examplePart III. Methods of Developing Visual-Verbal Functions11. Remediation of visual-verbal functions in 5-7 year old children12. Perceptual modeling in visual-verbal functions developmentPart IV. Methods of Developing Visual-Spatial Functions13. Development of visual-spatial functions14. 'Construct the figure' methods in assessment and remediation of visual-spatial functions15. The use of construction methods to develop spatial functions16. Table and computer games to improve spatial functions in children with cerebral palsy17. Directions of intervention for developing visual-spatial functions to prepare children for school18. Neuropsychologist-teacher collaboration in designing a 'numbers' composition' manual19. On visual spatial dysgraphianeuropsychological analysis and methods of remediationPart V. Neuropsychological Interventions in Children with Severe Developmental Delay20. 'Tracking diagnostics' methodsCase 1. Predominant delay in the development of programming and control functions (unit III)Case 2. Predominant delay in the development of information processing functions (unit II)Case 3. Predominant delay in the development of energy support functions (unit I).
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