Foreword xxi
Series Preface xxv
Acknowledgments xxvii
One The Specialization of School Neuropsychology 1
Reasons Why There is a Growing Interest in School Neuropsychology 3
The Need for Neuropsychological Assessment in the Schools 11
Definition of School Neuropsychology 15
Roles and Functions of a School Neuropsychologist 16
List of Recent School Neuropsychological Books 18
List of Journals that Publish School Neuropsychological Research 18
Chapter Summary 23
Test Yourself 25
Answers 25
Two Historical Influences of Clinical Neuropsychology and School Psychology 27
Historical Influences of Clinical Neuropsychology on School Neuropsychology 27
Historical Influences of School Psychology on School Neuropsychology 42
History of the Specialty of School Neuropsychology 54
Chapter Summary 62
Test Yourself 62
Answers 63
Three Training and Credentialing in School Neuropsychology 65
How Does the Integration of Neuropsychological Principles Fit Within the Broader Field of School Psychology? 65
Training and Credentialing Standards 67
Proposed Professional Guidelines to Train School Neuropsychologists 75
Chapter Summary 82
Test Yourself 83
Answers 84
Four When to Incorporate Neuropsychological Principles into a Comprehensive Individual Assessment 85
Common Referral Reasons for a School Neuropsychological Evaluation 85
Chapter Summary 116
Test Yourself 118
Answers 118
Five School Neuropsychology Assessment Models 119
Models of School Neuropsychological Assessment 119
Levels of Assessment Model 140
Chapter Summary 143
Test Yourself 144
Answers 144
Six School Neuropsychology Report Writing 145
Basic Principles of School Neuropsychological Assessment and Report Writing 145
Components of a School Neuropsychological Report 155
Chapter Summary 177
Test Yourself 179
Answers 180
Seven Major School Neuropsychological Test Batteries for Children 181
NEPSY-II: a Developmental Neuropsychological Assessment 181
Wechsler Intelligence Scale for Children— Fifth Edition Integrated 192
Delis-Kaplan Executive Function System (D-KEFS) 198
Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) 200
Chapter Summary 202
Test Yourself 202
Answers 203
Eight Clinical Interpretation Guidelines 205
Selecting a Test or Assessment Battery 206
Data Analyses and Interpretations 213
Clinical Interpretation Examples 221
Chapter Summary 234
Test Yourself 234
Answers 235
Nine Use of Technology in Assessment, Scoring, and Report Writing 237
Pros and Cons of Computer-Based Assessment 237
Comprehensive Report Writers 247
Chapter Summary 264
Ten Sensorimotor Functions 265
Sensory Functions 265
Motor Functions 269
When to Assess Sensorimotor Functions 274
Identifying Sensorimotor Concerns 274
Assessing Sensorimotor Functions 276
Chapter Summary 290
Test Yourself 291
Answers 292
Eleven Visuospatial and Auditory Cognitive Processes 293
Visuospatial Processes 293
Auditory Processes 305
Chapter Summary 313
Test Yourself 314
Answers 314
Twelve Learning and Memory Cognitive Processes 315
Theories of Learning and Memory 315
A Conceptual Model of Learning and Memory for School Neuropsychologists 318
Neuroanatomy of Learning and Memory Processes 321
Summary of Learning and Memory Processes 322
When to Assess for Learning and Memory Functions 322
Identifying Learning and Memory Concerns 325
Assessing Learning and Memory 325
Chapter Summary 348
Test Yourself 349
Answers 350
Thirteen Executive Functions 351
What Are Executive Functions? 351
Neuroanatomy of Executive Functions 353
When to Assess for Executive Functions 362
Identifying Executive Dysfunctions 362
Assessing Executive Functions 363
Chapter Summary 387
Test Yourself 389
Answers 390
Fourteen Attention and Working Memory Facilitators/Inhibitors 391
Allocating and Maintaining Attention Facilitator/Inhibitor 391
Theories of Attention 392
Neuroanatomy of Attentional Processes 394
When to Assess Attentional Processes 397
Identifying Attentional Processing Concerns 398
Assessing Attentional Processes 399
Working Memory Facilitator/Inhibitor 408
Neuroanatomy of Working Memory 409
Identifying Working Memory Concerns 410
Assessing Working Memory 411
Chapter Summary 416
Test Yourself 417
Answers 418
Fifteen Speed, Fluency, and Efficiency of Processing Facilitators/Inhibitors 419
Definitions 419
Neuroanatomy of Speed of Information Processing 424
When to Assess for Speed, Fluency, and Efficiency of Processing 426
Identifying Speed and Efficiency of Cognitive Processing Deficits 427
Assessing Speed and Efficiency of Cognitive Processing 427
Identifying Acquired Knowledge Fluency Deficits 439
Chapter Summary 448
Test Yourself 449
Answers 450
Sixteen Acquired Knowledge: Acculturation Knowledge and Language Abilities 451
Acculturation Knowledge 451
Language Abilities 454
Chapter Summary 475
Test Yourself 476
Answers 477
Seventeen Acquired Knowledge: Academic Achievement 479
When to Assess for Academic Functioning 479
Written Language Disorders 496
Mathematics Disorder 506
Chapter Summary 516
Test Yourself 518
Answers 519
Eighteen Future Directions in School Neuropsychological Assessment 521
Continued Refinement of the School Neuropsychology Conceptual Model 522
Neuroeducation and School Psychology 523
Neuroimaging and School Neuropsychology 525
Future Trends in School Neuropsychological Assessment 526
Training Issues in School Neuropsychological Assessment 529
Chapter Summary 531
Test Yourself 532
Answers 532
Appendix: Referenced Tests, Abbreviations, and Publishers 533
References 545
About the Authors 581
Index 583
