Essentials of School Neuropsychological Assessment

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John Wiley & Sons, Feb 15, 2011 - Psychology - 464 pages
Provides a current overview of neuropsychological practice in schools, written by a leading school psychologist

With neuropsychological assessment more widely used in school settings than ever before, school psychologists require greater knowledge of both the discipline and its application within the school environment. Written by a leading expert in school neuropsychology, Essentials of School Neuropsychological Assessment is a practical resource providing learning specialists and school psychologists with clear coverage and vital information on this evolving area of practice within school psychology.

Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help mental health professionals 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 reinforceyour grasp of the information covered.

Essentials of School Neuropsychological Assessment provides the most current, concise overview of all aspects of neuropsychological practice in schools and explains how to identify the need for testing, conduct a neurodevelopmental history, select appropriate assessment instruments, effectively evaluate students, and accurately interpret results. In addition to presenting a unique model of applying neuropsychological assessment principles in school settings in chapter 4, this valuable book includes case studies and practice examples.

Other titles in the Essentials of Psychological Assessment series:
Essentials of Assessment Report Writing
Essentials of Processing Assessment
Essentials of Stanford-Binet (SB5) Assessment
Essentials of WISC?-IV Assessment
Essentials of WIAT?-II and KTEA-II Assessment
Essentials of WJ III Cognitive Abilities Assessment
Essentials of WJ III Tests of Achievement Assessment
Essentials of WPPSI-III Assessment
Essentials of Cross-Battery Assessment, Second Edition
Essentials of KABC-II Assessment
Essentials of NEPSY? Assessment
Essentials of WMS?-III Assessment

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The Movement of Applying Neuropsychological Principles to the Practice of School Psychology
Training and Credentialing to Apply Neuropsychological Principles into Practice
When to Incorporate Neuropsychological Principles into a Comprehensive Individual Assessment
A Model for School Neuropsychological Assessment
SensoryMotor Functions
Attentional Processes
VisualSpatial Processes
Language Processes
Model for School Neuropsychological Report Writing
Sample School Neuropsychological Report
Clinical Interpretation Guidelines
The School Neuropsychological Model Applied to a Common Neurodevelopmental Disorder Autism
Index of Test Publishers
Neuropsychological Processing Concerns Checklist for SchoolAged Children and Youth
Annotated Bibliography

Memory and Learning Processes
Executive Functions
Speed and Efficiency of Cognitive Processing
General Intellectual Ability and Academic Achievement
About the Author

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Page 422 - Naeser, MA, Palumbo, CL, Helm-Estabrooks, N., Stiassny-Eder, D., & Albert, ML (1989). Severe nonfluency in aphasia: Role of the medial subcallosal fasciculus and other white matter pathways in recovery of spontaneous speech.
Page 411 - Castellanos, FX, Giedd, JN, Marsh, WL, Hamburger, SD, Vaituzis, AC, Dickstein, DP, Sarfatti, SE, Vauss, YC, Snell, JW, Lange, N., Kaysen, D., Krain, AL, Ritchie, GF, Rajapaske, JC, & Rapaport, JL (1996).
Page 423 - D. (2004). Performance on Cambridge neuropsychological test automated battery subtests sensitive to frontal lobe function in people with autistic disorder: Evidence from the collaborative programs of excellence in autism network.
Page 411 - JL (1997). A developmental functional MRI study of prefrontal activation during performance of a go-no-go task. Journal of Cognitive Neuroscience, 9, 835-847.
Page 411 - In BL Miller & JL Cummings (Eds.), The human frontal lobes: Functions and disorders (pp.
Page 414 - Freides, D. (1993). Proposed standard of professional practice: Neuropsychological reports display all quantitative data. The Clinical Neuropsychologist, 7, 234—235.
Page 411 - Chelune, GJ, & Baer, RA (1986). Developmental norms for the Wisconsin Card Sorting Test. Journal of Clinical and Experimental Neuropsychology, 8, 219-228.
Page 408 - Ardila, A. , Rosselli, M., & Puente, AE (1994). Neuropsychological evaluation of the Spanish speaker. New York: Plenum Press.

About the author (2011)

DANIEL C. MILLER, PhD, is a Professor and Chair of the Department of Psychology and Philosophy at Texas Woman's University in Denton, Texas. He holds a Diplomate in School Psychology from the American Board of Professional Psychology and a Diplomate in School Neuropsychology from the American Board of School Neuropsychology. He is a past president of the National Association of School Psychologists.

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