Essentials of School Neuropsychological Assessment

by Daniel C. Miller

Overview

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.

Product Details

ISBN-13:	9781118421079
Publisher:	Wiley
Publication date:	01/07/2013
Series:	Essentials of Psychological Assessment , #99
Sold by:	JOHN WILEY & SONS
Format:	eBook
Pages:	544
File size:	4 MB

About the Author

DANIEL C. MILLER, PhD, is a Professor and Chair of the Department of Psychology and Philosophy at Texas Women’s University. He has over 30 years of experience as a school psychologist practitioner and trainer and over 25 years of experience as a school neuropsychologist.

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Table of Contents

Foreword xi

Series Preface xv

Acknowledgments xvii

One: The Emerging Specialization of School Neuropsychology 1

Two: Historical Influences of Clinical Neuropsychology and School Psychology 23

Three: Training and Credentialing in School Neuropsychology 51

Four: When to Refer for a School Neuropsychological Assessment 69

Five: An Integrated Model for School Neuropsychology Assessment 99

Six: School Neuropsychology Report Writing 127

Seven: Major School Neuropsychological Test Batteries for Children 159

Eight: Clinical Interpretation Guidelines 181

Nine: Case Study Illustration 209

Ten: Sensorimotor Functions 261

Eleven: Visuospatial and Auditory Cognitive Processes 283

Twelve: Learning and Memory Cognitive Processes 303

Thirteen: Executive Functions 339

Fourteen: Attention and Working Memory Facilitators/Inhibitors 373

Fifteen: Speed, Fluency, and Efficiency of Processing Facilitators/Inhibitors 397

Sixteen: Acquired Knowledge: Acculturation Knowledge and Language Abilities 421

Seventeen: Acquired Knowledge: Academic Achievement 439

Eighteen: Future Directions of School Neuropsychological Assessment 473

Appendix 481

References 485

About the Author 508

Index 509

About the CD-ROM 519

What People are Saying About This

From the Publisher

"The author is to be commended for accomplishing such an enormous undertaking, attempting to efficiently and succinctly summarize an entire field in one edition." (Journal of Clinical and Experimental Neuropsychology; 8/23/07)

 

"I congratulate the author, and the publisher, for producing this very valuable book. This book should be on the desk of every pediatric neuropsychologist and every school psychologist as a most useful reference book...." (The Pediatric Neuropsychologist; 8/07)

"....is a must-have reference book, mainly for the practitioner currently engaged in the field of school of pediatric neuropsychology...as it is so comprehensive, it could also serve as a guide to accompany one through the many phases of training." (Journal of Clinical and Experimental Neuropsychology, August 2007)

Editorial Reviews

Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: School neuropsychology is more than the application of neuropsychology to children. There are very specific illnesses that arise in the context of tightly defined regulations and eligibility for accommodations in the public school system that general neuropsychologists need to be aware of before wading into clinical cases that will intersect with the school system.
Purpose: Part of the Essentials of Psychological Assessment series, this book sets the foundation for the field of school neuropsychology and provides practitioners with relevant guidelines for practice in this field.
Audience: This book is aimed at school psychologists and doctoral level neuropsychologists who practice in the schools. The author is well versed and currently practicing in this field.
Features: For readers in psychology, the Essentials series is like an old friend from graduate school. This series has long provided students with a quick reference to topics of interest during their formative years. As such, the format and content organization will be immediately familiar, with rapid reference boxes throughout and short quizzes at the end of each chapter. Because recent entries in this series have seen a decline in the quality of the content, readers might have a similar concern about this book, but this is unfounded. The book is thorough in its coverage of issues with a balanced approach to some of the ongoing controversies. The author's position is made clear as either supported by science or merely weighted opinion. There is sage advice about the approach and competent practice of this field from a general perspective, as well as specific examples. The author hits upon some of the finer, more advanced points of practice in the field that are often missed by novices or inadequately trained individuals overreaching their scope of practice. Readers will be well served by absorbing and integrating this information. There is an extensive case study to illustrate the points of the first half of the book, followed by domain-specific chapters on cognitive functioning in the second half with associated descriptions of available tests for that domain. These later chapters also integrate information about specific disorders that cause deficiencies in the cognitive domain of interest. Although there are updated references, many of these are related to new versions of tests and there is not as much updated practice content as might be expected. Nevertheless, the references remain pertinent and relevant.
Assessment: For readers interested in the burgeoning field of school neuropsychology, this is a propitious asset not only for the clinical content, but also for the professional acumen.

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