| Foreword |
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xxi | |
| Series Preface |
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xxv | |
| Acknowledgments |
|
xxvii | |
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One The Specialization of School Neuropsychology |
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1 | (26) |
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Reasons Why There is a Growing Interest in School Neuropsychology |
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3 | (8) |
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Recognition of the Neurobiological Bases of Childhood Learning and Behavioral Disorders |
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3 | (2) |
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Increased Number of Children with Medical Conditions that Affect School Performance |
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5 | (3) |
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Increased Use of Medications with School-Aged Children |
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8 | (1) |
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Increase in the Number of Challenging Educational and Behavioral Issues in the Schools |
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9 | (1) |
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Increased Emphasis on the Identification of Processing Disorders in Children Diagnosed with SLD |
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10 | (1) |
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The Need for Neuropsychological Assessment in the Schools |
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11 | (4) |
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Access to Neuropsychological Services in the Schools |
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11 | (1) |
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Limited Usefulness of Some Neuropsychological Reports |
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12 | (2) |
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The Unique Contribution of School Neuropsychological Assessments |
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14 | (1) |
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Summary of the Need for School Neuropsychological Assessment in the Schools |
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15 | (1) |
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Definition of School Neuropsychology |
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15 | (1) |
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Roles and Functions of a School Neuropsychologist |
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16 | (2) |
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List of Recent School Neuropsychological Books |
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18 | (1) |
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List of Journals that Publish School Neuropsychological Research |
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18 | (5) |
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23 | (2) |
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25 | (1) |
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25 | (2) |
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Two Historical Influences of Clinical Neuropsychology and School Psychology |
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27 | (38) |
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Historical Influences of Clinical Neuropsychology on School Neuropsychology |
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27 | (15) |
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Single Test Approach Stage |
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27 | (2) |
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Test Battery/Lesion Specification Stage |
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29 | (1) |
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Halstead-Reitan's Contributions to Clinical Neuropsychology |
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30 | (1) |
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Alexander Luria's Contributions to Clinical Neuropsychology |
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30 | (1) |
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Kaplan and Colleague's Contributions to Clinical Neuropsychology |
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31 | (1) |
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Early Neuropsychological Test Batteries for Children |
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32 | (2) |
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34 | (2) |
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Integrative and Predictive Stage |
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36 | (1) |
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Development of Neuropsychological Tests Specifically Designed for School-Aged Children |
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37 | (1) |
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Influences of Brain Imaging Studies on Learning and Behavior |
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38 | (1) |
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Influences of the Process Assessment Approach |
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38 | (1) |
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Emphasis on Ecobgically Valid Assessment |
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39 | (2) |
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Summary of the Historical Influences of Clinical and Pediatric Neuropsychology on School Neuropsychology |
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41 | (1) |
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Historical Influences of School Psychology on School Neuropsychology |
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42 | (12) |
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Influences of Federal Education Laws and National Task Force Reports |
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42 | (5) |
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Expansion of Theoretical Frames of Reference |
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47 | (6) |
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Influences of the Cross-Battery Approach |
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53 | (1) |
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Mandate to Link Assessment Results with Evidence-Based Interventions |
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53 | (1) |
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Summary of Historical Influences of School Psychology on School Neuropsychology |
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54 | (1) |
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History of the Specialty of School Neuropsychology |
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54 | (8) |
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58 | (1) |
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58 | (1) |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (1) |
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62 | (1) |
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63 | (2) |
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Three Training and Credentialing in School Neuropsychology |
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65 | (20) |
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How Does the Integration of Neuropsychological Principles Fit Within the Broader Field of School Psychology? |
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65 | (2) |
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Training and Credentialing Standards |
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67 | (8) |
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What Constitutes Competency? |
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67 | (3) |
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Specialty Certification in Adult and Pediatric Clinical Neuropsychology |
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70 | (2) |
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Specialty Certification in School Neuropsychology |
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72 | (3) |
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Proposed Professional Guidelines to Train School Neuropsychologists |
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75 | (7) |
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77 | (1) |
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History of Clinical Neuropsychology, Pediatric Neuropsychology, and School Neuropsychology |
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78 | (1) |
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Major Theoretical Approaches to Understanding Cognitive Processing and Brain-Behavior Relationships Related to Learning and Behavior |
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78 | (1) |
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Professional Issues in School Neuropsychology |
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78 | (1) |
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Neuropsychological Disorder Nomenclature |
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78 | (1) |
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Conceptual Model for School Neuropsychology Assessment |
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78 | (1) |
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Genetic and Neurodevelopmental Disorders |
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79 | (1) |
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Childhood and Adolescent Clinical Syndromes and Related Neuropsychological Deficits |
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79 | (1) |
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80 | (1) |
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Neuropsychological Evidence-Based Interventions |
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80 | (1) |
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Professional Ethics and Professional Competencies |
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80 | (1) |
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Competency-Based Supervised Experiences |
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80 | (1) |
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Continuing Education Requirements |
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80 | (2) |
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82 | (1) |
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83 | (1) |
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84 | (1) |
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Four When to Incorporate Neuropsychological Principles into a Comprehensive Individual Assessment |
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85 | (34) |
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Common Referral Reasons for a School Neuropsychological Evaluation |
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85 | (31) |
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High Incidence Neurodevelopmental Disorders |
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85 | (2) |
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Children with a Known or Suspected Neurological Disorder |
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87 | (13) |
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Children with Neurodevelopmental Risk Factors |
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100 | (3) |
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Children Returning to School After a Head Injury or Neurological Insult |
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103 | (2) |
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Children/Adolescents Who Need Monitoring for the Effects of a Possible Sports-Related Concussion |
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105 | (1) |
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Children Who Have a Documented Rapid Drop in Academic Achievement that Cannot Be Explained by Social-Emotional or Environmental Causes |
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105 | (1) |
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Children Not Responding to Repeated Evidence-Based Interventions |
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106 | (1) |
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Children with Suspected Processing Weaknesses |
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106 | (1) |
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Children with Significant Scatter in Psychoeducational Test Performance |
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107 | (1) |
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Consideration of Special Needs Children |
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107 | (1) |
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Modification of the Testing Materials and Standard Administration Instructions |
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107 | (2) |
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Recognizing the Influences of Cultural, Social-Economic, and Environmental Factors |
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109 | (7) |
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116 | (2) |
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118 | (1) |
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118 | (1) |
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Five School Neuropsychology Assessment Models |
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119 | (26) |
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Models of School Neuropsychological Assessment |
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119 | (21) |
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Cognitive Hypothesis Testing (CHT) Model |
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119 | (2) |
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Neurodevelopmental Model of Evaluation and Intervention |
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121 | (5) |
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The Integrated SNPICHC Model |
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126 | (14) |
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Levels of Assessment Model |
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140 | (3) |
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143 | (1) |
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144 | (1) |
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144 | (1) |
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Six School Neuropsychology Report Writing |
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145 | (36) |
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Basic Principles of School Neuropsychological Assessment and Report Writing |
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145 | (10) |
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Why Are School Neuropsychological Evaluations Lengthy? |
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145 | (4) |
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Linear Versus Integrative Report Writing Styles |
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149 | (1) |
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Avoiding the Use of Jargon |
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149 | (1) |
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Including or Not Including Data in a Report |
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150 | (1) |
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A Picture Is Worth a Thousand Words |
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151 | (1) |
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Describing the Child's Performance and Not Just the Test Scores |
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152 | (3) |
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Relate the Child's Test Performance to Real-World Examples |
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155 | (1) |
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Components of a School Neuropsychological Report |
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155 | (22) |
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What to Title the Report? |
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155 | (1) |
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155 | (22) |
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177 | (2) |
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179 | (1) |
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180 | (1) |
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Seven Major School Neuropsychological Test Batteries for Children |
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181 | (24) |
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NEPSY-II: a Developmental Neuropsychological Assessment |
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181 | (11) |
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Administration Choices with the NEPSY-I |
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185 | (4) |
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Order of Subtest Administration |
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189 | (1) |
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Types of Scores Generated |
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190 | (1) |
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Reporting NEPSY-II Scores Within the Integrated SNP/CHC Model |
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191 | (1) |
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Wechsler Intelligence Scale for Children Fifth Edition Integrated |
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192 | (6) |
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Verbal Comprehension Subtests |
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195 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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Processing Speed Subtests |
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197 | (1) |
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Reporting WISC-V Integrated Scores Within the Integrated SNP/CHC Model |
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198 | (1) |
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Delis-Kaplan Executive Function System (D-KEFS) |
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198 | (2) |
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Reporting D-KEFS Scores Within the Integrated SNP/CHC Model |
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200 | (1) |
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Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) |
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200 | (2) |
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Reporting RBANS Update Scores Within the Integrated SNP/CHC Model |
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200 | (2) |
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202 | (1) |
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202 | (1) |
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203 | (2) |
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Eight Clinical Interpretation Guidelines |
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205 | (32) |
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Selecting a Test or Assessment Battery |
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206 | (7) |
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206 | (1) |
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Relating the Assessment to the Referral Question(s) |
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207 | (1) |
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Adopting a Flexible Approach to Assessment |
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208 | (1) |
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Understanding the Neurocognitive Demands of the Assessment Measures |
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208 | (2) |
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Not All Tests that Report to Measure the Same Construct Actually Do |
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210 | (1) |
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Understand the Role of "Brief Measures |
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210 | (1) |
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Understand the Role of Behavioral Rating Scales |
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211 | (1) |
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When is Enough, Enough, in Terms of Testing? |
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212 | (1) |
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Data Analyses and Interpretations |
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213 | (8) |
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Ask How the Child Approached the Tasks |
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213 | (1) |
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Be Careful of Self-Fulfilling Prophecies |
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213 | (1) |
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Integrating Reported Problems with Observable Behavior and Assessment Data |
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214 | (1) |
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Look for Confirming Trends in Data |
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215 | (1) |
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Avoid Over-Interpretations |
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216 | (2) |
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Avoid Under-Interpreting the Data |
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218 | (1) |
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Depth of Processing Interpretation Model |
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219 | (2) |
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Clinical Interpretation Examples |
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221 | (13) |
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AARS Example A Too Many Commission and Inhibitory Errors Across Both Parts of the Test |
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222 | (3) |
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AARS Example B Student Distracted During the Test Causing Many Omission Errors, Few Correct, and Few Commission Errors |
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225 | (1) |
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AARS Example C Student with Slow Processing Speed Resulting in Many Omission Errors, Few Correct, and a High Number of Commission Errors |
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226 | (1) |
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AARS Example D Average Performance on Auditory Attention but Weaker Performance on Response Set |
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226 | (1) |
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AARS Example E Weaker Performance of Auditory Attention and Stronger Performance on Response Set |
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226 | (1) |
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Interpretative Example #2---Performance on the D-KEFS Trail Making Test |
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227 | (7) |
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234 | (1) |
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234 | (1) |
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235 | (2) |
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Nine Use of Technology in Assessment, Scoring, and Report Writing |
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237 | (28) |
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Pros and Cons of Computer-Based Assessment |
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237 | (10) |
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Computer-Based Assessment |
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237 | (2) |
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Integrated Web-Based Neuropsychological Assessments |
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239 | (2) |
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Internet or Tablet-Based Testing |
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241 | (6) |
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Comprehensive Report Writers |
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247 | (17) |
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Insightfill Intelligent Report Writing |
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247 | (8) |
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255 | (4) |
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Comparison of the Two Report Writers |
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259 | (5) |
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264 | (1) |
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Ten Sensorimotor Functions |
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265 | (28) |
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265 | (4) |
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265 | (1) |
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Neuroanatomy of Sensory Functions |
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266 | (3) |
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269 | (5) |
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270 | (1) |
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Neuroanatomy of Motor Functions |
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271 | (3) |
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When to Assess Sensorimotor Functions |
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274 | (1) |
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Identifying Sensorimotor Concerns |
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274 | (2) |
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Assessing Sensorimotor Functions |
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276 | (14) |
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Dean-Woodcock Neuropsychological Battery |
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276 | (2) |
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Assessing Lateral Preference |
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278 | (1) |
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Assessing Sensory Functions |
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278 | (3) |
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Assessing Fine Motor Functions |
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281 | (5) |
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Assessing Gross Motor Functions |
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286 | (4) |
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290 | (1) |
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291 | (1) |
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292 | (1) |
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Eleven Visuospatial and Auditory Cognitive Processes |
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293 | (22) |
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293 | (12) |
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Subcomponents Associated with Visuospatial Processing |
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293 | (1) |
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Neuroanatomy of Visuospatial Processes |
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294 | (4) |
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When to Assess Visuospatial Processes |
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298 | (1) |
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Identifying Visuospatial Processing Concerns |
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298 | (1) |
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Assessing Visuospatial Processes |
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299 | (6) |
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305 | (8) |
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Neuroanatomy of Auditory Processes |
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305 | (1) |
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Identifying Auditory Processing Concerns |
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306 | (1) |
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Assessing Auditory Processing |
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306 | (7) |
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313 | (1) |
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314 | (1) |
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314 | (1) |
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Twelve Learning and Memory Cognitive Processes |
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315 | (36) |
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Theories of Learning and Memory |
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315 | (3) |
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315 | (1) |
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316 | (1) |
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316 | (1) |
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Evidence for and Against the Modal Model of Memory |
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317 | (1) |
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A Conceptual Model of Learning and Memory for School Neuropsychologists |
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318 | (3) |
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Neuroanatomy of Learning and Memory Processes |
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321 | (1) |
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Summary of Learning and Memory Processes |
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322 | (1) |
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When to Assess for Learning and Memory Functions |
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322 | (3) |
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Identifying Learning and Memory Concerns |
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325 | (1) |
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Assessing Learning and Memory |
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325 | (23) |
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Stand-Alone Tests of Learning and Memory |
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326 | (1) |
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California Verbal Learning Test---Children's Version (CVLT-C) |
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326 | (1) |
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Child and Adolescent Memory Profile (ChAMP) |
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327 | (1) |
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Children's Memory Scale (CMS) |
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327 | (1) |
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Test of Memory and Learning---Second Edition (TOMAL-2) |
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328 | (1) |
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Wide Range Assessment of Learning and Memory---Second Edition (WRAML2) |
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329 | (1) |
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Assessing the Rate of New Learning |
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330 | (2) |
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Assessing Immediate Verbal Memory |
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332 | (4) |
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Assessing Immediate Visual Memory |
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336 | (4) |
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Qualitative Behaviors for Immediate Visual Memory |
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340 | (1) |
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Assessing Delayed Verbal Memory |
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340 | (4) |
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Assessing Delayed Visual Memory |
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344 | (2) |
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Assessing Verbal-Visual Associative Learning and Recall |
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346 | (2) |
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348 | (1) |
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349 | (1) |
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350 | (1) |
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Thirteen Executive Functions |
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351 | (40) |
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What Are Executive Functions? |
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351 | (2) |
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Neuroanatomy of Executive Functions |
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353 | (9) |
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Dorsolateral Prefrontal Circuit |
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355 | (2) |
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357 | (1) |
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Anterior Cingulate Circuit |
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358 | (3) |
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361 | (1) |
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361 | (1) |
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When to Assess for Executive Functions |
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362 | (1) |
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Identifying Executive Dysfunctions |
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362 | (1) |
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Assessing Executive Functions |
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363 | (24) |
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Assessing Cognitive Flexibility |
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365 | (2) |
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Assessing Concept Recognition and Generation |
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367 | (3) |
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Assessing Problem Solving Fluid Reasoning and Planning |
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370 | (5) |
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Assessing Response Inhibition |
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375 | (1) |
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Assessing Qualitative Behaviors of Executive Functions |
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376 | (5) |
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Measures That Use Feedback During Task Performance |
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381 | (1) |
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Summary of Behavioral Measure of Executive Functions |
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382 | (1) |
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Behavioral Ratings of Executive Functions |
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382 | (5) |
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387 | (2) |
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389 | (1) |
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390 | (1) |
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Fourteen Attention and Working Memory Facilitators/Inhibitors |
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391 | (28) |
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Allocating and Maintaining Attention Facilitator/Inhibitor |
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391 | (1) |
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392 | (2) |
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Selective/Focused Attention |
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393 | (1) |
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394 | (1) |
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394 | (1) |
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Neuroanatomy of Attentional Processes |
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394 | (3) |
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When to Assess Attentional Processes |
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397 | (1) |
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Identifying Attentional Processing Concerns |
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398 | (1) |
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Assessing Attentional Processes |
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399 | (20) |
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Tests of Selective/Focused and Sustained Attention |
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399 | (4) |
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Continuous Performance Tests |
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403 | (1) |
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Tests of Attentional Capacity |
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404 | (3) |
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Qualitative Behaviors of Attention |
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407 | (1) |
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Behavioral Rating Scales of Attention |
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407 | (1) |
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Working Memory Facilitator/Inhibitor |
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408 | (1) |
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Neuroanatomy of Working Memory |
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409 | (1) |
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Identifying Working Memory Concerns |
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410 | (1) |
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411 | (5) |
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416 | (1) |
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417 | (1) |
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418 | (1) |
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Fifteen Speed, Fluency, and Efficiency of Processing Facilitators/Inhibitors |
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419 | (32) |
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419 | (5) |
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Processing Speed Definition |
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419 | (1) |
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Models of Processing Speed |
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420 | (4) |
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Neuroanatomy of Speed of Information Processing |
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424 | (2) |
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When to Assess for Speed, Fluency, and Efficiency of Processing |
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426 | (1) |
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Identifying Speed and Efficiency of Cognitive Processing Deficits |
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427 | (1) |
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Assessing Speed and Efficiency of Cognitive Processing |
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427 | (12) |
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Assessing Performance Fluency |
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429 | (8) |
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Assessing Retrieval Fluency |
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437 | (2) |
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Identifying Acquired Knowledge Fluency Deficits |
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439 | (9) |
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Assessing Acquired Knowledge Fluency |
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440 | (4) |
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Assessing Fluency With Accuracy |
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444 | (4) |
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448 | (1) |
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449 | (1) |
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450 | (1) |
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Sixteen Acquired Knowledge: Acculturation Knowledge and Language Abilities |
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451 | (28) |
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451 | (3) |
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When to Assess Semantic Memory |
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452 | (1) |
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Assessing Semantic Memory |
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452 | (2) |
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454 | (21) |
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454 | (5) |
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When to Assess for Language Abilities |
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459 | (1) |
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Identifying Language Ability Concerns |
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460 | (1) |
|
Assessing Language Abilities |
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461 | (1) |
|
Assessing Oral Expression |
|
|
461 | (7) |
|
Assessing Receptive Language |
|
|
468 | (4) |
|
Tests for Speech and Language Pathologists |
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472 | (3) |
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475 | (1) |
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476 | (1) |
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477 | (2) |
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Seventeen Acquired Knowledge: Academic Achievement |
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479 | (42) |
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When to Assess for Academic Functioning |
|
|
479 | (17) |
|
|
|
481 | (9) |
|
Identifying Reading Achievement Concerns |
|
|
490 | (1) |
|
Assessing Reading Achievement |
|
|
491 | (5) |
|
Written Language Disorders |
|
|
496 | (10) |
|
Subtypes of Written Language Disorders |
|
|
496 | (3) |
|
Identifying Written Language Achievement Concerns |
|
|
499 | (2) |
|
Assessing Written Language Achievement |
|
|
501 | (5) |
|
|
|
506 | (10) |
|
Subtypes of Mathematics Disorders |
|
|
506 | (3) |
|
Neuroanatomical Circuitry of Mathematics |
|
|
509 | (1) |
|
Identifying Mathematics Achievement Concerns |
|
|
510 | (1) |
|
Assessing Mathematics Achievement |
|
|
511 | (5) |
|
|
|
516 | (2) |
|
|
|
518 | (1) |
|
|
|
519 | (2) |
|
Eighteen Future Directions in School Neuropsychological Assessment |
|
|
521 | (12) |
|
Continued Refinement of the School Neuropsychology Conceptual Model |
|
|
522 | (1) |
|
Neuroeducation and School Psychology |
|
|
523 | (2) |
|
Neuroimaging and School Neuropsychology |
|
|
525 | (1) |
|
Future Trends in School Neuropsychological Assessment |
|
|
526 | (3) |
|
Advances in Computer-Based Assessment |
|
|
526 | (1) |
|
|
|
527 | (1) |
|
Advances in Cross-Cultural Neuropsychological Assessment |
|
|
528 | (1) |
|
Need for More Multivariate Base Rates for Between Score Comparisons and More Base Rates for Qualitative Behaviors |
|
|
528 | (1) |
|
Training Issues in School Neuropsychological Assessment |
|
|
529 | (2) |
|
|
|
531 | (1) |
|
|
|
532 | (1) |
|
|
|
532 | (1) |
| Appendix: Referenced Tests, Abbreviations, and Publishers |
|
533 | (12) |
| References |
|
545 | (36) |
| About the Authors |
|
581 | (2) |
| Index |
|
583 | |
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