Essentials of School Neuropsychological Assessment

Essentials of School Neuropsychological Assessment

Language: English

Pages: 544

ISBN: 1118175840

Format: PDF / Kindle (mobi) / ePub

Written by a renowned expert in school neuropsychology, Essentials of School Neuropsychological Assessment, Second Edition is a practical resource presenting school psychologists, educational diagnosticians, and pediatric neuropsychologists with clear coverage and vital information on this evolving area of practice within school psychology. Filled with case studies and guidance for your practice, the Second Edition offers new coverage of major neuropsychological test batteries for children, including NEPSY ®-II;  Wechsler Intelligence Scale for Children®,  Fourth Edition Integrated;  and Delis-Kaplan Executive Function System ™.

Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy 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 reinforce your grasp of the information covered.

The accompanying CD-ROM provides helpful tools, including sample case studies and searchable databases of neuropsychological tests classified by processing area and conceptual model. Essentials of School Neuropsychological Assessment, Second Edition explores how to identify the need for testing, conduct a neurodevelopmental history, select appropriate assessment instruments, effectively evaluate students, and accurately interpret results.











children's learning potential. 7. All of the following could be a typical role of a school neuropsychologist, except one—which one? a. Seek to integrate current brain research into educational practice. b. Administer CBM measures exclusively without regard to individual differences. c. Provide educational interventions that have a basis in the neuropsychological or educational literature. d. Act as a liaison between the school and the medical community for transitional planning for TBI and

(Geary, Hoard, & Bailey, 2011). These prevalence rates are estimates of students with significant problems in reading, writing, or mathematics to warrant a SLD diagnosis, but does not include a larger number of students who struggle with these academic areas on a daily basis, but to a lesser degree than those with SLD. With so many children experiencing academic difficulties, the school neuropsychologist must be able to correctly identify the disabilities associated with these disorders and make

Das, 1997) and the Kaufman Assessment Battery for Children—Second Edition (A. Kaufman & N. Kaufman, 2004). Influences of the Cross-Battery Approach An outgrowth of the advances in our theoretical conceptualization of cognitive abilities is the cross-battery approach. In constructing a school-based neuropsychological assessment to answer a particular referral question, a school neuropsychologist may need to draw subtests from multiple test batteries. This is essentially a cross-battery

of Professional Psychology (ABPP) formally recognized the ABCN in 1984, while the ABN remains autonomous. Each of these boards requires a doctoral degree from a regionally accredited university, current licensure as a psychologist, at least 3 years of supervised experience in neuropsychology, and rigorous review of work samples. All three boards require an objective written exam and an oral exam. It is clear from the definitions as set forth by the APA, the International Neuropsychological

School neuropsychologists must understand, appreciate, and integrate professional ethics into their daily practice. School neuropsychologists must gain proficiency in skills such as integrative report writing, history taking, record review, and clinical interviewing. Competency-Based Supervised Experiences Miller stated “Mastering the knowledge base of school neuropsychology is not sufficient to claim competency in school neuropsychology. Supervised experience where the knowledge base can

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