A concise, up-to-date review of school neuropsychological assessment that covers effective treatment planning

The third edition ofEssentials of School Neuropsychological Assessment offers a practical and concise overview of neuropsychological practice in schools and other pediatric clinical settings and clearly explains how to identify the need for testing. The book shows how to collect a neurodevelopmental history, choose appropriate assessment instruments, effectively evaluate students, and accurately interpret results. The third edition has been revised and updated to include the most recent advances in the field such as major neuropsychological test batteries for children, including NEPSY-II, Wechsler Intelligence Scale for Children, Fifth Edition integrated, and Delis-Kaplan Executive Function System. In addition, the new edition contains updated online tools, including sample case studies, searchable databases of neuropsychological tests classified by processing area and conceptual model, a neuropsychological processing concerns checklist in both English and Spanish, and sample report shells with tables.

Like all the volumes in theEssentials of Psychological Assessment series, this book is designed to help busy practitioners and school psychologists quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered.

Essentials of School Neuropsychological Assessment, Third Edition contains unmatched guidance and direction for school psychologists and other mental health professionals who serve educators, school children, and their families.

DR. DANIEL C. MILLER is the President and Owner of KIDS, Inc., and he is the Director of the School of Neuropsychology Post-Graduate Certification Program. He is also the Executive Director of the Woodcock Institute for Neurocognitive Research and Applied Practice at Texas Womans University in Denton, Texas.

DR. DENISE E. MARICLE is a Professor in the School Psychology Program, and an affiliated faculty member with the Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice, at Texas Womans University in Denton, Texas.

Foreword xxi

Series Preface xxv

Acknowledgments xxvii

One The Specialization of School Neuropsychology 1

Reasons Why There is a Growing Interest in School Neuropsychology 3

The Need for Neuropsychological Assessment in the Schools 11

Definition of School Neuropsychology 15

Roles and Functions of a School Neuropsychologist 16

List of Recent School Neuropsychological Books 18

List of Journals that Publish School Neuropsychological Research 18

Chapter Summary 23

Test Yourself 25

Answers 25

Two Historical Influences of Clinical Neuropsychology and School Psychology 27

Historical Influences of Clinical Neuropsychology on School Neuropsychology 27

Historical Influences of School Psychology on School Neuropsychology 42

History of the Specialty of School Neuropsychology 54

Chapter Summary 62

Test Yourself 62

Answers 63

Three Training and Credentialing in School Neuropsychology 65

How Does the Integration of Neuropsychological Principles Fit Within the Broader Field of School Psychology? 65

Training and Credentialing Standards 67

Proposed Professional Guidelines to Train School Neuropsychologists 75

Chapter Summary 82

Test Yourself 83

Answers 84

Four When to Incorporate Neuropsychological Principles into a Comprehensive Individual Assessment 85

Common Referral Reasons for a School Neuropsychological Evaluation 85

Chapter Summary 116

Test Yourself 118

Answers 118

Five School Neuropsychology Assessment Models 119

Models of School Neuropsychological Assessment 119

Levels of Assessment Model 140

Chapter Summary 143

Test Yourself 144

Answers 144

Six School Neuropsychology Report Writing 145

Basic Principles of School Neuropsychological Assessment and Report Writing 145

Components of a School Neuropsychological Report 155

Chapter Summary 177

Test Yourself 179

Answers 180

Seven Major School Neuropsychological Test Batteries for Children 181

NEPSY-II: a Developmental Neuropsychological Assessment 181

Wechsler Intelligence Scale for Children Fifth Edition Integrated 192

Delis-Kaplan Executive Function System (D-KEFS) 198

Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) 200

Chapter Summary 202

Test Yourself 202

Answers 203

Eight Clinical Interpretation Guidelines 205

Selecting a Test or Assessment Battery 206

Data Analyses and Interpretations 213

Clinical Interpretation Examples 221

Chapter Summary 234

Test Yourself 234

Answers 235

Nine Use of Technology in Assessment, Scoring, and Report Writing 237

Pros and Cons of Computer-Based Assessment 237

Comprehensive Report Writers 247

Chapter Summary 264

Ten Sensorimotor Functions 265

Sensory Functions 265

Motor Functions 269

When to Assess Sensorimotor Functions 274

Identifying Sensorimotor Concerns 274

Assessing Sensorimotor Functions 276

Chapter Summary 290

Test Yourself 291

Answers 292

Eleven Visuospatial and Auditory Cognitive Processes 293

Visuospatial Processes 293

Auditory Processes 305

Chapter Summary 313

Test Yourself 314

Answers 314

Twelve Learning and Memory Cognitive Processes 315

Theories of Learning and Memory 315

A Conceptual Model of Learning and Memory for School Neuropsychologists 318

Neuroanatomy of Learning and Memory Processes 321

Summary of Learning and Memory Processes 322

When to Assess for Learning and Memory Functions 322

Identifying Learning and Memory Concerns 325

Assessing Learning and Memory 325

Chapter Summary 348

Test Yourself 349

Answers 350

Thirteen Executive Functions 351

What Are Executive Functions? 351

Neuroanatomy of Executive Functions 353

When to Assess for Executive Functions 362

Identifying Executive Dysfunctions 362

Assessing Executive Functions 363

Chapter Summary 387

Test Yourself 389

Answers 390

Fourteen Attention and Working Memory Facilitators/Inhibitors 391

Allocating and Maintaining Attention Facilitator/Inhibitor 391

Theories of Attention 392

Neuroanatomy of Attentional Processes 394

When to Assess Attentional Processes 397

Identifying Attentional Processing Concerns 398

Assessing Attentional Processes 399

Working Memory Facilitator/Inhibitor 408

Neuroanatomy of Working Memory 409

Identifying Working Memory Concerns 410

Assessing Working Memory 411

Chapter Summary 416

Test Yourself 417

Answers 418

Fifteen Speed, Fluency, and Efficiency of Processing Facilitators/Inhibitors 419

Definitions 419

Neuroanatomy of Speed of Information Processing 424

When to Assess for Speed, Fluency, and Efficiency of Processing 426

Identifying Speed and Efficiency of Cognitive Processing Deficits 427

Assessing Speed and Efficiency of Cognitive Processing 427

Identifying Acquired Knowledge Fluency Deficits 439

Chapter Summary 448

Test Yourself 449

Answers 450

Sixteen Acquired Knowledge: Acculturation Knowledge and Language Abilities 451

Acculturation Knowledge 451

Language Abilities 454

Chapter Summary 475

Test Yourself 476

Answers 477

Seventeen Acquired Knowledge: Academic Achievement 479

When to Assess for Academic Functioning 479

Written Language Disorders 496

Mathematics Disorder 506

Chapter Summary 516

Test Yourself 518

Answers 519

Eighteen Future Directions in School Neuropsychological Assessment 521

Continued Refinement of the School Neuropsychology Conceptual Model 522

Neuroeducation and School Psychology 523

Neuroimaging and School Neuropsychology 525

Future Trends in School Neuropsychological Assessment 526

Training Issues in School Neuropsychological Assessment 529

Chapter Summary 531

Test Yourself 532

Answers 532

Appendix: Referenced Tests, Abbreviations, and Publishers 533

References 545

About the Authors 581

Index 583