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
DR. DANIEL C. MILLER is the President and Owner of KIDS, Inc., and he is the Director of the School of Neuropsychology Post-Graduate Certification Program. He is also the Executive Director of the Woodcock Institute for Neurocognitive Research and Applied Practice at Texas Woman's University in Denton, Texas. DR. DENISE E. MARICLE is a Professor in the School Psychology Program, and an affiliated faculty member with the Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice, at Texas Woman's University in Denton, Texas.