Specific Learning Disabilities and Difficulties in Children and Adolescents Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- Part I History and Tradition
- Part II Alternative Cognitive Approaches to Learning Disabilities Assessment and Remediation
- Part III Neuropsychological Approaches to Learning Disabilities Assessment and Remediation
- 9 Learning disabilities and their neurological foundations, theories, and subtypes
- 10 The Halstead—Reitan Neuropsychological Test Battery: research findings and clinical application
- 11 Developmental assessment of neuropsychological function with the aid of the NEPSY
- 12 Clinical neuropsychological assessment of child and adolescent memory with the WRAML, TOMAL, and CVLT—C
- Part IV Integration and Summation
- Index
11 - Developmental assessment of neuropsychological function with the aid of the NEPSY
from Part III - Neuropsychological Approaches to Learning Disabilities Assessment and Remediation
Published online by Cambridge University Press: 06 January 2010
- Frontmatter
- Contents
- List of contributors
- Preface
- Part I History and Tradition
- Part II Alternative Cognitive Approaches to Learning Disabilities Assessment and Remediation
- Part III Neuropsychological Approaches to Learning Disabilities Assessment and Remediation
- 9 Learning disabilities and their neurological foundations, theories, and subtypes
- 10 The Halstead—Reitan Neuropsychological Test Battery: research findings and clinical application
- 11 Developmental assessment of neuropsychological function with the aid of the NEPSY
- 12 Clinical neuropsychological assessment of child and adolescent memory with the WRAML, TOMAL, and CVLT—C
- Part IV Integration and Summation
- Index
Summary
Goals, history, and development of the NEPSY
Children with developmental disorders or learning disabilities often exhibit multiple, overlapping cognitive or visuomotor disorders. For example, verbal learning disorders tend to co-occur with attention disorders (Dykman & Ackerman, 1991; Gilger, Pennington, & DeFries, 1992; Stanford & Hynd, 1994) and with motor coordination and visuomotor problems (Denckla & Rudel, 1978; Denckla, 1985; Korkman & Pesonen, 1994). Even in children with average cognitive capacity, as measured by psychometric tests of intelligence, multiple impairments may be seen. Similarly, multiple or diffuse impairment is also characteristic of children with a medical history associated with neuro-developmental risks, such as fetal alcohol exposure (Conry, 1990; Carmichael Olson et al., 1992; Don & Rourke, 1995) or very low birth weight (Herrgård et al., 1993; Robertson & Finer, 1993).
One important aim of a neuropsychological assessment is to identify all impairments of the child, as well as areas of relative strength. A comprehensive assessment is necessary to identify impairments and to capture the child's pattern of strengths and weaknesses.
Comprehensive sets of psychometrically developed tests can be achieved by using tests from various sources. However, a test profile based on separately standardized tests may reflect differences in test norms, rather than an individual's strengths and weaknesses (Russell, 1986; Wilson, 1992).
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- Specific Learning Disabilities and Difficulties in Children and AdolescentsPsychological Assessment and Evaluation, pp. 347 - 386Publisher: Cambridge University PressPrint publication year: 2001
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