Assessing Impairment From Theory to Practice

From the reviews:

“The editors have done an excellent job of compiling a series of relatively brief contributions covering a range of topics on impairment—from conceptualization to psychometric issues to impairment in child, geriatric, and clinical populations. … this text should be mandatory reading for all trainee psychologists. I would strongly recommend it to others working in the mental health field. … I think this text will be of tremendous value and … will set the standard for future discussions on the topic.” (Julian J. Dooley, PsycCRITIQUES, Vol. 55 (25), June, 2010)

Sam Goldstein, Ph.D. is a doctoral level psychologist with areas of study in school psychology, child development and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry and soon to be affiliated faculty at George Mason University. Since 1980, Dr. Goldstein has worked in a private practice setting as part of a multi-disciplinary team, providing evaluation, case management and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Hospital's Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.
Dr. Goldstein has authored, co-authored or edited 21 clinical and trade publications, including 9 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children's learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician's Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed a text for parents on children's learning problems and a teacher training text for children's classroom problems. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited a text with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children.
Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction. Jack Naglieri, Ph.D., is Professor of Psychology and Director of the School Psychology program at George Mason University. Prior to his current position he was Professor of School Psychology and Psychology at the Ohio State University where he taught from 1982 to 2000. He also is a Fellow of APA Division 16, recipient of APA Division 16 2001 Senior Scientist Award, and holds an appointment as a senior Research Scientist at the Devereux Foundation's Institute for Clinical Training and Research. Dr. Naglieri obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979. He worked as a school psychologist in the New York area from 1974-1977. The author of more than 200 scholarly papers, chapters, books, and tests, he has focused his efforts since the late 1970s on reconceptualizing intelligence as well as cognitive interventions and IDEA reauthorization. Dr. Naglieri is well known as both a knowledgeable and entertaining speaker who has lectured extensively on a national and international basis. He has spoken to thousands of professionals and parents about intelligence and cognitive processing, and, in particular, intelligence, intelligence testing, alternatives to traditional IQ and cognitively based academic interventions for exceptional children.