Log In
Or create an account ->
Imperial Library
Home
About
News
Upload
Forum
Help
Login/SignUp
Index
Cover
Essentials of Psychological Assessment Series
Title Page
Copyright
Dedication
Foreword
Series Preface
Acknowledgments
Chapter One: The Emerging Specialization of School Neuropsychology
Reasons Why there is a Growing Interest in School Neuropsychology
The Need for Neuropsychological Assessment in the Schools
Definition of School Neuropsychology
Roles and Functions of a School Neuropsychologist
List of Recent School Neuropsychology Books
List of Journals that Publish School Neuropsychological Research
Chapter Summary
Chapter Two: Historical Influences of Clinical Neuropsychology and School Psychology
Historical Influences of Clinical Neuropsychology on School Neuropsychology
Historical Influences of School Psychology on School Neuropsychology
Summary of Historical Influences of School Psychology on School Neuropsychology
History of School Neuropsychology
Chapter Summary
Chapter Three: Training and Credentialing in School Neuropsychology
How does the Integration of Neuropsychological Principles Fit within the Broader Field of School Psychology?
Training and Credentialing Standards
Proposed Professional Guidelines to Train School Neuropsychologists
Chapter Summary
Chapter Four: When to Refer for a School Neuropsychological Assessment
Common Referral Reasons for a School Neuropsychological Evaluation
Consideration of Students with Special Needs
Chapter Summary
Chapter Five: An Integrated Model for School Neuropsychology Assessment
Prior Models of School Neuropsychological Assessment
Levels of Assessment Model
School Neuropsychological Assessment Model Overview
Chapter Summary
Chapter Six: School Neuropsychology Report Writing
Basic Principles of School Neuropsychological Assessment and Report Writing
Components of a School Neuropsychological Report
Chapter Summary
Chapter Seven: Major School Neuropsychological Test Batteries for Children
NEPSY-II: A Developmental Neuropsychological Assessment
Wechsler Intelligence Scale for Children—Fourth Edition Integrated
Delis-Kaplan Executive Function System (D-KEFS)
Chapter Summary
Chapter Eight: Clinical Interpretation Guidelines
Selecting a Test or Assessment Battery
Data Analyses and Interpretations
Clinical Interpretation Examples
Chapter Summary
Chapter Nine: Case Study Illustration
School Neuropsychological Evaluation
Comments from the Author
Chapter Ten: Sensorimotor Functions
Sensory Functions
Motor Functions
Chapter Summary
Chapter Eleven: Visuospatial and Auditory Cognitive Processes
Visuospatial Processes
Chapter Summary
Chapter Twelve: Learning and Memory Cognitive Processes
Theories of Learning and Memory
A Conceptual Model of Learning and Memory for School Neuropsychologists
Neuroanatomy of Learning and Memory Processes
When to Assess for Learning and Memory Processes
Identifying Learning and Memory Concerns
Assessing Learning and Memory
Stand-Alone Tests of Learning and Memory
Assessing the Rate of New Learning
Assessing Immediate Verbal Memory
Assessing Immediate Visual Memory
Assessing Delayed Verbal Memory
Assessing Delayed Visual Memory
Assessing Verbal-Visual Associative Learning and Recall
Chapter Summary
Chapter Thirteen: Executive Functions
What are Executive Functions?
Neuroanatomy of Executive Functions
When to Assess for Executive Functions
Identifying Executive Dysfunction Concerns
Assessing Executive Functions
Assessing Response Inhibition
Chapter Summary
Chapter Fourteen: Attention and Working Memory Facilitators/Inhibitors
Allocating and Maintaining Attention Facilitators/Inhibitors
Working Memory Facilitators/Inhibitors
Chapter Summary
Chapter Fifteen: Speed, Fluency, and Efficiency of Processing Facilitators/Inhibitors
Processing Speed Definition
Models of Processing Speed
Neuroanatomy of Speed, Fluency, and Efficiency of Processing
When to Assess for Speed, Fluency, and Efficiency of Processing
Identifying Speed, Fluency, and Efficiency of Processing Deficits
Assessing Speed and Efficiency of Cognitive Processing
Chapter Summary
Chapter Sixteen: Acquired Knowledge: Acculturation Knowledge and Language Abilities
Acculturation Knowledge
Language Abilities
Chapter Summary
Chapter Seventeen: Acquired Knowledge
When to Assess for Academic Functioning
Reading Disorders
Written Language Disorders
Mathematics Disorders
Chapter Summary
Chapter Eighteen: Future Directions of School Neuropsychological Assessment
Continued Refinement of the School Neuropsychology Conceptual Model
Neuroeducation and School Neuropsychology
Neuroimaging and School Neuropsychology
Future Trends in School Neuropsychological Assessment
Training Issues in School Neuropsychological Assessment
Chapter Summary
Appendix
References
About the Author
Index
About the CD-ROM
← Prev
Back
Next →
← Prev
Back
Next →