Download Assessment Issues in Child Neuropsychology by Michael G. Tramontana, Stephen R. Hooper PDF

By Michael G. Tramontana, Stephen R. Hooper

Neuropsychology has its roots in scientific neurology. examining case de­ scriptions via nineteenth century neurologists, equivalent to Wernicke's painstakingly certain examinations of sufferers with the "aphasic symptom-complex," makes it noticeable that neuropsychology isn't a brand new self-discipline. Even the wedding with psychology isn't new; the neurologist Arnold decide, for instance, used to be totally conversant with the advancements in modern mental in addition to linguistic learn. although, the first concentration of nineteenth and early twentieth century psychology used to be on "general psychology," and just a small variety of psychologists ventured into what then used to be referred to as "differential psychology" (the psychology of person dif­ ferences) together with a number of who grew to become hooked up to neurological learn and rehabilitation devices after global struggle I. It remained until eventually international conflict II for psychologists to set up a extra sturdy operating courting with neurology. What psychology needed to supply to neurology was once its experimental ability, the improvement of a cosmopolitan method, and, for medical paintings, the improvement of psychometrics. by and large, the wedding among the 2 disciplines has been fruitful, resulting in new insights, types, and discoveries approximately brain-behavior relationships, documented in numerous textbooks which seemed in quick succession because the Nineteen Sixties. In scientific perform, neuropsychology has been artistic in a few respects, in others purely introducing psychometric rigor to already present neurological examinations. As defined in higher aspect during this publication, developmental neuropsy­ chology is of much more fresh origin.

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Neuropsychological assessment can contribute effectively both in the identification of specific underlying dimensions of dysfunction in particular learning handicaps and in the formulation and evaluation of specific educational plans. The work in learning disabilities-which has dealt with the child's adaptive capacity (and future potential) in the reallife context of school-has taken an exemplary lead in relating neuropsychological assessment to questions of ecological validity. Much remains to be learned, but major advances have been achieved in the area of syndrome definition and subtype analysis, and in the identification of developmental precursors of learning disabilities, possible neuroanatomical and neu- OVERVIEW OF CURRENT STATUS 27 rophysiological factors, as well as relevant aptitude x treatment interactions.

59 in the Tramontana et al. study). The greatest influence of IQ has been found on the tests tapping more complex skills and problem-solving abilities, language functions, and auditory-perceptual analysis. In contrast, measures of basic tactile perception, motor strength and speed, and right-left hand differences have not been found to be affected by IQ and thus appear to represent the more distinctive and nonredundant aspects of functioning assessed by the HRNB. Moreover, there is some indication that the overlap between general intelligence and performance on the HRNB is greater in braindamaged children than among normals (Boll & Reitan, 1972).

1984), and on the brevity and efficiency of the AST in identifying verbal and spatial-motor deficits (Wolf & Tramontana, 1982). Application of the regression formula in a cross-validation study (Boyd, Tramontana, & Hooper, 1986) yielded a hit rate of about 80% in correctly predicting impaired/nonimpaired neuropsychological status. Although not a substitute for a full neuropsychological assessment, procedures such as these may help clinicians in identifying child psychiatric cases for whom a comprehensive neuropsychological assessment is indicated.

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