Practice of Child-Clinical Neuropsychology: An Introduction

by Rourke,Byron

• ISBN13: 9789026519291
• ISBN10: 902651929X
• Format: Hardcover
• Copyright: 2002-01-01
• Publisher: Taylor & Franci

Summary

The aim of this work is to provide a comprehensive treatment-oriented introduction to the practice of child-clinical neuropsychology, focusing exclusively on the assessment of children and adolescents. The book has been designed specifically for those who wish to pursue education and training in this area of professional endeavor. The volume gives consideration to the following issues: treatment-oriented model of neuropsychological assessment (specification of brain-behavior relationships, dimensions of neuropsychological assessment, psychometric considerations, validity issues, modes of approach to neuropsychological interpretation, influence of demands of the environment, prediction of behavioral outcomes, development of realistic remedial plans and availability of resources for effective implementation of remedial plan, and continuing relationship between neuropsychological assessment and intervention); principles and hypotheses concerning the remediation of brain impairments in childhood and earlyadolescence; Variables related to the known or hypothesized brain lesion; determination of the child's remedial needs and remediable capacities, approaches to treatment (general treatment strategies, formats for intervention, treatment styles and techniques), and implementation of the remedial plan; learning disabilities (empirically derived LD subtypes, neuropsychological profiles, psychosocial typologies, and implications for treatment) and case studies (nonverbal learning disabilities and basic phonological processing disorder); and neurological disease, disorder, and dysfunction (approach to characterization of neurological disorders) and case studies (stroke, Asperger syndrome, traumatic brain injury, brain tumor, and Tourette syndrome). This book will be of critical interest to child-clinical psychologists, neuropsychologists who specialize in the assessment and/or treatment of adults with brain impairment and have some interest in childhood disorders, pediatric neurologists, child psychiatrists,and a host of other professionals whose practice brings them in contact with children whose behavior may be affected by brain dysfunction. Indeed, for all of these professionals and those in training to become such, this book will serve as a comprehensive introduction to a systematic approach to neuropsychological assessment and intervention for children and adolescents with suspected or established brain impairment.

Table of Contents

From the Series Editor	xi
Preface	xiii
Child-Clinical Neuropsychological Assessment	1	(64)
Introduction	1	(1)
Aims of the Neuropsychological Assessment of Children	1	(10)
Description	2	(1)
Understanding	2	(1)
Screening	3	(1)
Diagnosis	4	(6)
Assessment	10	(1)
A Treatment-Oriented Model of Neuropsychological Assessment	11	(52)
Step 1: Specification of Brain-Behavior Relationships	11	(1)
Dimensions of Neuropsychological Assessment	11	(3)
Psychometric Considerations: Reliability and Validity	14	(5)
Content Validity (Coverage)	19	(3)
Sensory-Perceptual Tests	22	(6)
Motor and Psychomotor Tests	28	(3)
Psycholinguistic Tests	31	(7)
Concept-Formation, Problem-Solving, and Reasoning Tests	38	(2)
``Other'' Neuropsychological Tests	40	(1)
Psychosocial Measures	40	(2)
Summary	42	(1)
Additional Neuropsychological Interpretative and Stylistic Issues	43	(1)
The ``Battery'' Approach and Modes of Interpretation	43	(4)
The Individualized (Flexible) Approach	47	(2)
``Blind'' Versus ``Sighted'' Approaches	49	(1)
Typical Versus Best Possible Performance	50	(2)
Our Approach to Assessment	52	(1)
Step 2: Demands of the Environment	53	(4)
Step 3: Predictions Regarding Short- and Long-Term Behavioral Outcomes	57	(3)
Step 4: Ideal Short- and Long-Term Remedial Plans	60	(1)
Step 5: Availability of Remedial Resources	61	(1)
Step 6: Realistic Remedial Plan	62	(1)
Step 7: Continuing Relationship between Neuropsychological Assessment and Intervention	62	(1)
Summary and Conclusions	63	(2)
Remediation for the Child with Brain Impairment	65	(66)
Introduction	65	(1)
Determining (Predicting) The Child's Remedial Needs and Remediable Capacities	65	(3)
Information Derived from the Neuropsychological Assessment	68	(4)
The Brain's Capacities for Adaptation	68	(2)
General Principles	70	(2)
The Child's General Configuration of Neuropsychological Strengths and Weaknesses	72	(3)
Specific Considerations Regarding the Child's Neuropsychological Ability Structure	75	(4)
Types of Systems Impaired	75	(1)
Number of Systems Impaired	76	(1)
Degree of Impairment	76	(1)
Quality of the Neuropsychological Strengths	77	(1)
Premorbid, Established Learned Engrams	78	(1)
Variables Related to the Known or Hypothesized Brain Lesion	79	(14)
Known or Hypothesized Etiology of the Lesion	80	(1)
Level and Extent of the Lesion	81	(2)
Age at which the Lesion was Sustained	83	(3)
Chronicity of the Lesion	86	(1)
Development of Secondary Degenerative Processes	87	(2)
Demands of the Immediate Environment	89	(1)
Formal Learning	89	(1)
Informal Learning	90	(1)
Social Interaction with Peers	90	(1)
Social Interaction within the Family	91	(1)
Long-Range Environmental Demands	92	(1)
Summary	93	(1)
Availability of Remedial Resources	93	(3)
The Family and its Resources	94	(1)
Variables Related to the Effectiveness of the Therapist	94	(1)
Proficiency and Flexibility of the Therapist	95	(1)
Verbal versus Nonverbal Style	95	(1)
Remedial Facilities and Programs	96	(1)
Co-ordination of the Remedial Plan	96	(1)
Child's Motivational Level	96	(1)
Approaches to Treatment: The Realistic Remedial Plan	96	(7)
General Treatment Strategies	97	(1)
Attacking the Weaknesses	97	(1)
Reasons for Attacking the Weaknesses	98	(2)
Enhancing and/or Utilizing Areas of Neuropsychological Strengths	100	(1)
Reasons for Enhancing and/or Utilizing Strengths	100	(2)
Mixed Strategy	102	(1)
Summary	103	(1)
Formats for Intervention	103	(6)
Modification of Established Treatment Programs and Approaches	103	(3)
A Specific Goal-Oriented Intervention Format	106	(1)
A Dynamic Interactive Milieu Intervention Format	106	(3)
Treatment Styles and Techniques	109	(10)
Skill Training	109	(2)
Behavior Modification Techniques	111	(1)
Insight-Oriented/Experiential Approach	112	(1)
Insight for the Brain-Impaired Child	112	(2)
Insight for the Child's Parents and Family	114	(2)
Training the Brain	116	(1)
Sensory-Motor Approaches	116	(1)
Training the Brain Directly	117	(1)
Special Considerations for Training the Brain	118	(1)
Possible Advantages of Training the Brain Directly	118	(1)
Implementing the Remedial Plan: Some Practical Considerations	119	(6)
``Special Role'' of the Child-Clinical Neuropsychologist in the Remedial Process	119	(1)
Importance of Accurate Predictions and Prognostic Statements	120	(1)
General Predictions Regarding Subtypes of Children	120	(2)
Difficulties in Consulting with Schools and Institutions	122	(3)
Difficulties in Conducting And Evaluating Intervention Studies	125	(4)
Concluding Remarks	129	(2)
Illustrative Case Study	131	(16)
Introduction	131	(1)
A Note on Terminology	132	(1)
Jerry (Ruptured Aneurysm, Left Cerebral Hemisphere)	132	(14)
Initial Examination	132	(2)
First Posttraumatic Neuropsychological Assessment	134	(9)
Second Posttraumatic Neuropsychological Assessment	143	(3)
Summary and Conclusions	146	(1)
Learning Disabilities	147	(76)
Learning Disabilities as a Homogeneous Entity	147	(2)
Learning Disabilities as an Idiosyncractic Disorder	149	(1)
Learning Disabilities as a Heterogeneous Group of Disorders (Subtypes)	149	(3)
Subtyping, in Brief	150	(1)
Early Studies	151	(1)
Definitions of Learning Disabilities	152	(1)
General	152	(1)
Specific Subtypes	153	(1)
Two Subtypes of Learning Disabilities: Content and Neurodevelopmental Dynamics	153	(18)
Content (Characteristics) of the NLD Syndrome	154	(6)
Neurodevelopmental Dynamics of the NLD Syndrome	160	(11)
Jane (NLD: Serial Testing)	171	(7)
Carla (NLD: Early)	178	(5)
Melissa (NLD: 10-Year Follow-Up)	183	(4)
John (NLD: Middle Age)	187	(6)
Content and Neurodevelopmental Dynamics of Basic Phonological Processing Disabilities (BPPD)	193	(1)
Neuropsychological Assets	193	(1)
Neuropsychological Deficits	194	(1)
Prognoses	194	(1)
Henry (BPPD: Emphasis on Therapeutic Implications)	194	(9)
Robert (BPPD: Serial Testing of a Very Young Child)	203	(5)
Donna (BPPD: Typical Presentation at 8 Years)	208	(4)
Aaron (BPPD: Phonetically Inaccurate Spelling)	212	(4)
Specific Comparisons of NLD and BPPD	216	(2)
Subtypes of Psychosocial Functioning Exhibited by Children with Learning Disabilities	218	(5)
Neurological Disease, Disorder, and Dysfunction	223	(32)
An Approach to the Characterization of Neurological Disorders	223	(5)
NLD as the ``Final Common Pathway'' of White Matter Disease/Dysfunction	227	(1)
Ron (Asperger Syndrome)	228	(10)
Rosemary (TBI and Tissue Removal, Right Cerebral Hemisphere)	238	(6)
Dan (Left Lateral Ventricular Tumor)	244	(4)
Tony (Tourette Syndrome)	248	(4)
Summary	252	(3)
Postscript	255	(2)
Appendix 1. The Child-Clinical Neuropsychologist	257	(4)
Appendix 2. Neuropsychological Test Battery: Descriptions of Tests Administered to Children (5 -- 15 Years)	261	(14)
Appendix 3. Additional Tests and Measures	275	(10)
Test Batteries	275	(5)
The Nepsy	275	(3)
Kaufman Assessment Battery for Children	278	(2)
Specific Tests	280	(5)
California Verbal Learning Test-Children's Version	280	(1)
Wisconsin Card Sorting Test	281	(4)
Appendix 4. Treatment Program for the Child and Young Adolescent with NLD	285	(12)
Bibliography	297	(32)
Subject Index	329	(6)
Author Index	335