Essentials of School Neuropsychological Assessment

Cover
Title Page
Copyright
Contents
Foreword
Series Preface
Acknowledgments
Chapter 1 The Specialization of School Neuropsychology
	Reasons Why there is A Growing Interest in School Neuropsychology
		Recognition of the Neurobiological Bases of Childhood Learning and Behavioral Disorders
		Increased Number of Children with Medical Conditions that Affect School Performance
		Increased Use of Medications with School-Aged Children
		Increase in the Number of Challenging Educational and Behavioral Issues in the Schools
		Increased Emphasis on the Identification of Processing Disorders in Children Diagnosed with SLD
	The Need for Neuropsychological Assessment in the Schools
		Access to Neuropsychological Services in the Schools
		Limited Usefulness of Some Neuropsychological Reports
		The Unique Contribution of School Neuropsychological Assessments
		Summary of the Need for School Neuropsychological Assessment in the Schools
	Definition of School Neuropsychology
	Roles and Functions of A School Neuropsychologist
	List of Recent School Neuropsychological Books
	List of Journals that Publish School Neuropsychological Research
	Chapter Summary
	Test Yourself
	Answers
Chapter 2 Historical Influences of Clinical Neuropsychology and School Psychology
	Historical Influences of Clinical Neuropsychology on School Neuropsychology
		Single Test Approach Stage
		Test Battery/Lesion Specification Stage
		Halstead-Reitan’s Contributions to Clinical Neuropsychology
		Alexander Luria’s Contributions to Clinical Neuropsychology
		Kaplan and Colleague’s Contributions to Clinical Neuropsychology
		Early Neuropsychological Test Batteries for Children
		Functional Profile Stage
		Integrative and Predictive Stage
		Development of Neuropsychological Tests Specifically Designed for School-Aged Children
		Influences of Brain Imaging Studies on Learning and Behavior
		Influences of the Process Assessment Approach
		Emphasis on Ecologically Valid Assessment
		Summary of the Historical Influences of Clinical and Pediatric Neuropsychology on School Neuropsychology
	Historical Influences of School Psychology on School Neuropsychology
		Influences of Federal Education Laws and National Task Force Reports
		Expansion of Theoretical Frames of Reference
		Influences of the Cross-Battery Approach
		Mandate to Link Assessment Results with Evidence-Based Interventions
		Summary of Historical Influences of School Psychology on School Neuropsychology
	History of the Specialty of School Neuropsychology
		The 1960s
		The 1970s
		The 1980s
		The 1990s
		The 2000s
		The 2010s
	Chapter Summary
	Test Yourself
	Answers
Chapter 3 Training and Credentialing in School Neuropsychology
	How Does the Integration of Neuropsychological Principles Fit Within the Broader Field of School Psychology?
	Training and Credentialing Standards
		What Constitutes Competency?
		Specialty Certification in Adult and Pediatric Clinical Neuropsychology
		Specialty Certification in School Neuropsychology
	Proposed Professional Guidelines to Train School Neuropsychologists
		Functional Neuroanatomy
		History of Clinical Neuropsychology, Pediatric Neuropsychology, and School Neuropsychology
		Major Theoretical Approaches to Understanding Cognitive Processing and Brain-Behavior Relationships Related to Learning and Behavior
		Professional Issues in School Neuropsychology
		Neuropsychological Disorder Nomenclature
		Conceptual Model for School Neuropsychology Assessment
		Genetic and Neurodevelopmental Disorders
		Childhood and Adolescent Clinical Syndromes and Related Neuropsychological Deficits
		Neuropsychopharmacology
		Neuropsychological Evidence-Based Interventions
		Professional Ethics and Professional Competencies
		Competency-Based Supervised Experiences
		Continuing Education Requirements
	Chapter Summary
	Test Yourself
	Answers
Chapter 4 When to Incorporate Neuropsychological Principles into a Comprehensive Individual Assessment
	Common Referral Reasons for a School Neuropsychological Evaluation
		High Incidence Neurodevelopmental Disorders
		Children with a Known or Suspected Neurological Disorder
		Children with Neurodevelopmental Risk Factors
		Children Returning to School After a Head Injury or Neurological Insult
		Children/Adolescents Who Need Monitoring for the Effects of a Possible Sports-Related Concussion
		Children Who Have a Documented Rapid Drop in Academic Achievement that Cannot Be Explained by Social-Emotional or Environmental Causes
		Children Not Responding to Repeated Evidence-Based Interventions
		Children with Suspected Processing Weaknesses
		Children with Significant Scatter in Psychoeducational Test Performance
	Consideration of Special Needs Children
		Modification of the Testing Materials and Standard Administration Instructions
		Recognizing the Influences of Cultural, Social-Economic, and Environmental Factors
	Chapter Summary
	Test Yourself
	Answers
Chapter 5 School Neuropsychology Assessment Models
	Models of School Neuropsychological Assessment
		Cognitive Hypothesis Testing (CHT) Model
		Neurodevelopmental Model of Evaluation and Intervention
		The Integrated SNP/CHC Model
	Levels of Assessment Model
	Chapter Summary
	Test Yourself
	Answers
Chapter 6 School Neuropsychology Report Writing
	Basic Principles of School Neuropsychological Assessment and Report Writing
		Why Are School Neuropsychological Evaluations Lengthy?
		Linear Versus Integrative Report Writing Styles
		Avoiding the Use of Jargon
		Including or Not Including Data in a Report
		A Picture Is Worth a Thousand Words
		Describing the Child’s Performance and Not Just the Test Scores
		Relate the Child’s Test Performance to Real‐World Examples
	Components of a School Neuropsychological Report
		What to Title the Report?
		Organizing the Report
	Chapter Summary
	Test Yourself
	Answers
Chapter 7 Major School Neuropsychological Test Batteries for Children
	NEPSY-II: A Developmental Neuropsychological Assessment
		Administration Choices with the NEPSY-II
		Order of Subtest Administration
		Types of Scores Generated
		Reporting NEPSY-II Scores Within the Integrated SNP/CHC Model
	Wechsler Intelligence Scale for Children—Fifth Edition Integrated
		Verbal Comprehension Subtests
		Visual-Spatial Subtests
		Fluid Reasoning Subtests
		Working Memory Subtests
		Processing Speed Subtests
		Reporting WISC-V Integrated Scores Within the Integrated SNP/CHC Model
	Delis-Kaplan Executive Function System (D-KEFS)
		Reporting D-KEFS Scores Within the Integrated SNP/CHC Model
	Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update)
		Reporting RBANS Update Scores Within the Integrated SNP/CHC Model
	Chapter Summary
	Test Yourself
	Answers
Chapter 8 Clinical Interpretation Guidelines
	Selecting a Test or Assessment Battery
		Case Conceptualization
		Relating the Assessment to the Referral Question(s)
		Adopting a Flexible Approach to Assessment
		Understanding the Neurocognitive Demands of the Assessment Measures
		Not All Tests that Report to Measure the Same Construct Actually Do
		Understand the Role of “Brief” Measures
		Understand the Role of Behavioral Rating Scales
		When is Enough, Enough, in Terms of Testing?
	Data Analyses and Interpretations
		Ask How the Child Approached the Tasks
		Be Careful of Self-Fulfilling Prophecies
		Integrating Reported Problems with Observable Behavior and Assessment Data
		Look for Confirming Trends in Data
		Avoid Over-Interpretations
		Avoid Under-Interpreting the Data
		Depth of Processing Interpretation Model
	Clinical Interpretation Examples
		AARS Example A—Too Many Commission and Inhibitory Errors Across Both Parts of the Test
		AARS Example B—Student Distracted During the Test Causing Many Omission Errors, Few Correct, and Few Commission Errors
		AARS Example C—Student with Slow Processing Speed Resulting in Many Omission Errors, Few Correct, and a High Number of Commission Errors
		AARS Example D—Average Performance on Auditory Attention but Weaker Performance on Response Set
		AARS Example E—Weaker Performance of Auditory Attention and Stronger Performance on Response Set
		Interpretative Example #2—Performance on the D-KEFS Trail Making Test
	Chapter Summary
	Test Yourself
	Answers
Chapter 9 Use of Technology in Assessment, Scoring, and Report Writing
	Pros and Cons of Computer-Based Assessment
		Computer-Based Assessment
		Integrated Web-Based Neuropsychological Assessments
		Internet or Tablet-Based Testing
	Comprehensive Report Writers
		InsightFill Intelligent Report Writing
		School NeuroWriter
		Comparison of the Two Report Writers
	Chapter Summary
Chapter 10 Sensorimotor Functions
	Sensory Functions
		Definitions
		Neuroanatomy of Sensory Functions
	Motor Functions
		Definitions
		Neuroanatomy of Motor Functions
	When to Assess Sensorimotor Functions
	Identifying Sensorimotor Concerns
	Assessing Sensorimotor Functions
		Dean-Woodcock Neuropsychological Battery
		Assessing Lateral Preference
		Assessing Sensory Functions
		Assessing Fine Motor Functions
		Assessing Gross Motor Functions
	Chapter Summary
	Test Yourself
	Answers
Chapter 11 Visuospatial and Auditory Cognitive Processes
	Visuospatial Processes
		Subcomponents Associated with Visuospatial Processing
		Neuroanatomy of Visuospatial Processes
		When to Assess Visuospatial Processes
		Identifying Visuospatial Processing Concerns
		Assessing Visuospatial Processes
	Auditory Processes
		Neuroanatomy of Auditory Processes
		Identifying Auditory Processing Concerns
		Assessing Auditory Processing
	Chapter Summary
	Test Yourself
	Answers
Chapter 12 Learning and Memory Cognitive Processes
	Theories of Learning and Memory
		Sensory Memory
		Short-Term Memory
		Long-Term Memory Models
		Evidence for and Against the Modal Model of Memory
	A Conceptual Model of Learning and Memory for School Neuropsychologists
	Neuroanatomy of Learning and Memory Processes
	Summary of Learning and Memory Processes
	When to Assess for Learning and Memory Functions
	Identifying Learning and Memory Concerns
	Assessing Learning and Memory
		Stand-Alone Tests of Learning and Memory
		California Verbal Learning Test—Children’s Version (CVLT-C)
		Child and Adolescent Memory Profile (ChAMP)
		Children’s Memory Scale (CMS)
		Test of Memory and Learning—Second Edition (TOMAL-2)
		Wide Range Assessment of Learning and Memory—Second Edition (WRAML2)
		Assessing the Rate of New Learning
		Assessing Immediate Verbal Memory
		Assessing Immediate Visual Memory
		Qualitative Behaviors for Immediate Visual Memory
		Assessing Delayed Verbal Memory
		Assessing Delayed Visual Memory
		Assessing Verbal–Visual Associative Learning and Recall
	Chapter Summary
	Test Yourself
	Answers
Chapter 13 Executive Functions
	What are Executive Functions?
	Neuroanatomy of Executive Functions
		Dorsolateral Prefrontal Circuit
		Orbitofrontal Circuit
		Anterior Cingulate Circuit
		Cognitive Flexibility
		Response Inhibition
	When to Assess for Executive Functions
	Identifying Executive Dysfunctions
	Assessing Executive Functions
		Assessing Cognitive Flexibility
		Assessing Concept Recognition and Generation
		Assessing Problem Solving, Fluid Reasoning, and Planning
		Assessing Response Inhibition
		Assessing Qualitative Behaviors of Executive Functions
		Measures That Use Feedback During Task Performance
		Summary of Behavioral Measure of Executive Functions
		Behavioral Ratings of Executive Functions
	Chapter Summary
	Test Yourself
	Answers
Chapter 14 Attention and Working Memory Facilitators/Inhibitors
	Allocating and Maintaining Attention Facilitator/Inhibitor
	Theories of Attention
		Selective/Focused Attention
		Sustained Attention
		Attentional Capacity
	Neuroanatomy of Attentional Processes
	When to Assess Attentional Processes
	Identifying Attentional Processing Concerns
	Assessing Attentional Processes
		Tests of Selective/Focused and Sustained Attention
		Continuous Performance Tests
		Tests of Attentional Capacity
		Qualitative Behaviors of Attention
		Behavioral Rating Scales of Attention
	Working Memory Facilitator/Inhibitor
	Neuroanatomy of Working Memory
	Identifying Working Memory Concerns
	Assessing Working Memory
	Chapter Summary
	Test Yourself
	Answers
Chapter 15 Speed, Fluency, and Efficiency of Processing Facilitators/Inhibitors
	Definitions
		Processing Speed Definition
		Models of Processing Speed
	Neuroanatomy of Speed of Information Processing
	When to Assess for Speed, Fluency, and Efficiency of Processing
	Identifying Speed and Efficiency of Cognitive Processing Deficits
	Assessing Speed and Efficiency of Cognitive Processing
		Assessing Performance Fluency
		Assessing Retrieval Fluency
	Identifying Acquired Knowledge Fluency Deficits
		Assessing Acquired Knowledge Fluency
		Assessing Fluency With Accuracy
	Chapter Summary
	Test Yourself
	Answers
Chapter 16 Acquired Knowledge: Acculturation Knowledge and Language Abilities
	Acculturation Knowledge
		When to Assess Semantic Memory
		Assessing Semantic Memory
	Language Abilities
		Neuroanatomy of Language
		When to Assess for Language Abilities
		Identifying Language Ability Concerns
		Assessing Language Abilities
		Assessing Oral Expression
		Assessing Receptive Language
		Tests for Speech and Language Pathologists
	Chapter Summary
	Test Yourself
	Answers
Chapter 17 Acquired Knowledge: Academic Achievement
	When to Assess for Academic Functioning
		Reading Disorders
		Identifying Reading Achievement Concerns
		Assessing Reading Achievement
	Written Language Disorders
		Subtypes of Written Language Disorders
		Identifying Written Language Achievement Concerns
		Assessing Written Language Achievement
	Mathematics Disorder
		Subtypes of Mathematics Disorders
		Neuroanatomical Circuitry of Mathematics
		Identifying Mathematics Achievement Concerns
		Assessing Mathematics Achievement
	Chapter Summary
	Test Yourself
	Answer
Chapter 18 Future Directions in School Neuropsychological Assessment
	Continued Refinement of the School Neuropsychology Conceptual Model
	Neuroeducation and School Psychology
	Neuroimaging and School Neuropsychology
	Future Trends in School Neuropsychological Assessment
		Advances in Computer-Based Assessment
		Teleneuropsychology
		Advances in Cross-Cultural Neuropsychological Assessment
		Need for More Multivariate Base Rates for Between Score Comparisons and More Base Rates for Qualitative Behaviors
	Training Issues In School Neuropsychological Assessment
	Chapter Summary
	Test Yourself
	Answers
Appendix: Referenced Tests, Abbreviations, and Publishers
References
About the Authors
Index
EULA