Assessment Issues in Child Neuropsychology

1. Front Matter

   Pages i-xxiii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Child Neuropsychological Assessment

      • Michael G. Tramontana, Stephen R. Hooper

      Pages 3-38

3. General Issues in Child Neuropsychological Assessment

   1. Front Matter

      Pages 39-39

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   2. Neuropsychology of the Developing Brain

      • Anthony H. Risser, Dorothy Edgell

      Pages 41-65

   3. The Role of Neuropsychological Assessment in Relation to Other Types of Assessment with Children

      • Erin D. Bigler

      Pages 67-91

   4. Neuropsychological Diagnosis with Children

      • W. Grant Willis

      Pages 93-111

   5. From Assessment to Treatment

      • G. Reid Lyon, Louisa Moats, Jane M. Flynn

      Pages 113-142

4. Special Topics in Assessment

   1. Front Matter

      Pages 143-143

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   2. Attention

      • Russell A. Barkley

      Pages 145-176

   3. Clinical Assessment of Memory in Children

      • Thomas A. Boyd

      Pages 177-204

   4. Assessing Functional Laterality

      • Jeffrey W. Gray, Raymond S. Dean

      Pages 205-223

   5. Infant and Early Childhood Assessment

      • Glen P. Aylward

      Pages 225-248

   6. Questions of Developmental Neurolinguistic Assessment

      • Michael A. Crary, Kyjta K. S. Voeller, Nancy J. Haak

      Pages 249-279

   7. Learning Disabilities Subtypes

      • George W. Hynd, Robert T. Connor, Naomi Nieves

      Pages 281-312

   8. The Prediction of Learning Disabilities in the Preschool Child

      • Stephen R. Hooper

      Pages 313-335

   9. Electrophysiological Assessment in Learning Disabilities

      • Grant L. Morris, Joel Levy, Francis J. Pirozzolo

      Pages 337-366

5. Comment

   1. Front Matter

      Pages 367-367

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   2. Problems and Prospects in Child Neuropsychological Assessment

      • Michael G. Tramontana

      Pages 369-376

6. Back Matter

   Pages 377-383

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Neuropsychology has its roots in clinical neurology. Reading case de­ scriptions by 19th century neurologists, such as Wernicke's painstakingly detailed examinations of patients with the "aphasic symptom-complex," makes it obvious that neuropsychology is not a new discipline. Even the marriage with psychology is not new; the neurologist Arnold Pick, for example, was fully conversant with the developments in contemporary psychological as well as linguistic research. However, the primary focus of 19th and early 20th century psychology was on "general psychology," and only a small number of psychologists ventured into what then was called "differential psychology" (the psychology of individual dif­ ferences) including a few who became attached to neurological research and rehabilitation units after World War I. It remained until World War II for psychologists to establish a more solid working relationship with neurology. What psychology had to offer to neurology was its experimental skill, the development of a sophisticated methodology, and, for clinical work, the development of psychometrics. On the whole, the marriage between the two disciplines has been fruitful, leading to new insights, models, and discoveries about brain-behavior relationships, documented in several textbooks which appeared in rapid succession since the 1960s. In clinical practice, neuropsychology has been inventive in some respects, in others merely introducing psychometric rigor to already existing neurological examinations. As described in greater detail in this book, developmental neuropsy­ chology is of even more recent origin.

• assessment
• attention
• diagnosis
• intervention
• neurology
• neuropsychology
• psychology
• rehabilitation

• Bradley Hospital, East Providence, USA

  Michael G. Tramontana

• Brown University, Providence, USA

  Michael G. Tramontana

• Clinical Center for the Study of Development and Learning, University of North Carolina School of Medicine, Chapel Hill, USA

  Stephen R. Hooper

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