Includes bibliographical references (pages 337-342) and index.

1. A mind at a time : introduction -- A mind's possibilities -- A pediatric perspective -- 2. The ways of learning -- How learning works -- Eight systems -- Neurodevelopmental profiles -- How a mind's profile comes to be -- How lifestyles may affect learning styles -- Splitting rather than lumping -- The early detection of dysfunction -- Some adult implications -- 3. Conducting a mind : our attention control system -- The mental energy controls -- The intake controls -- The output controls -- The impacts of the attention controls -- Minds over time : keeping a watchful eye on the attention controls as children age -- Practical considerations -- 4. Remembering to learn and learning to remember : our memory system -- Short-term memory -- Active working memory -- Long-term memory -- A few more memory differences -- The outlook -- Minds over time : keeping a watchful eye on memory as children age -- Practical considerations -- 5. Ways with words : our language system -- The different languages that make up language -- Language levels -- The special challenge of language production -- Language and its ambassadorial functions -- Minds over time : keeping a watchful eye (or ear) on language as children age -- Practical considerations -- 6. Making arrangements : our spatial and sequential ordering systems -- Sequential ordering -- Spatial ordering -- Spatial versus sequential ordering : which would you rather be good at? -- Minds over time : keeping a watchful eye on sequential and spatial ordering as children age -- Practical considerations -- 7. Mind over muscle : our motor system -- Forms of motor function -- Minds over time : keeping a watchful eye on motor function as children age -- Practical considerations.

8. Some peeks at a mind's peaks : our higher thinking system -- Conceptual thinking -- Problem-solving thinking -- Critical thinking -- Rule-guided thinking -- Creative thinking -- The role of intuitive thinking in influencing all forms of higher thinking -- The higher thinking system and the other neurodevelopmental systems -- Minds over time : keeping a watchful eye on higher thinking as children age -- Practical considerations -- 9. Relating to relating : our social thinking system -- The big three social missions -- Social functions and dysfunctions -- Are some kids too successful socially? -- Minds over time : keeping a watchful eye on social thinking as children age -- Practical considerations -- 10. When a mind falls behind -- Constructing neurodevelopmental profiles -- Identifying the breakdown points -- When bad things happen to good profiles -- Mining a child's precious assets -- Identifying and understanding emotional complications -- Hows instead of why : focusing on identifying and fixing the breakdowns instead of their causes -- The benefits and dangers when a child's mind is tested -- Roadblocks and outcomes in adulthood -- 11. Getting a mind realigned (but not redesigned) -- Management by profile -- Accessing special services in school -- The use of medication -- Coaching and mentoring -- Raoul : an example of a child who was managed by profile -- 12. Raisin' brain : home for all kinds of minds -- Know thy child-- Responding to gaps -- Fostering strengths, knacks, talents, intuitions, and affinities -- Trying not to harm -- Supporting education -- Maintaining an intellectual life at home -- Fostering optimism and a positive view of the future -- 13. The right to differ : schools for all kinds of minds -- Teachers : their roles and their training for those roles -- Parents : their meaningful involvement in a child's learning -- Students : learning about learning and learning about their kinds of minds -- Humane schools : protective and nurturing settings for all kinds of minds -- Pathways : greater availability of options for success -- The educational ambiance -- Results -- Neurodevelopmental pluralism : a mind at a time as an ethic.