Contents 9
Foreword 13
Preface 19
About the Editor 23
Contributors 25
Section I: PROFESSIONAL ISSUES IN SCHOOL NEUROPSYCHOLOGY 31
Chapter 1: School Neuropsychology, an Emerging Specialization 33
THE NEED FOR PROFESSIONAL ORGANIZATIONS TO RECOGNIZE SPECIALIZATIONS 33
SCHOOL NEUROPSYCHOLOGY AS A SPECIALTY 35
THE ROLES AND FUNCTIONS OF A SCHOOL NEUROPSYCHOLOGIST 36
STATE OF THE ART OF SCHOOL NEUROPSYCHOLOGY 38
WHEN TO REFER FOR A SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OR CONSULTATION 41
SUMMARY 46
REFERENCES 47
Chapter 2: School Neuropsychology Training and Credentialing 49
THE ISSUE OF COMPETENCY 49
TRAINING STANDARDS IN CLINICAL NEUROPSYCHOLOGY 51
TRAINING SCHOOL PSYCHOLOGISTS TO INTEGRATE NEUROPSYCHOLOGICAL PRINCIPLES INTO PRACTICE 52
WHAT\u2019S IN A NAME? 56
WHO OFFERS CREDENTIALING IN THE NEUROPSYCHOLOGY AREAS? 57
MODEL SCHOOL NEUROPSYCHOLOGY TRAINING PROGRAM 66
SUMMARY 67
REFERENCES 68
Chapter 3: Ethical and Legal Issues Related to School Neuropsychology 71
ETHICAL PRINCIPLES RELATED TO THE PRACTICE OF SCHOOL NEUROPSYCHOLOGY 72
REVIEW OF LEGISLATION THAT IMPACTS THE ROLES AND FUNCTIONS OF SCHOOL NEUROPSYCHOLOGISTS 74
ETHICAL AND LEGAL ISSUES RELATED TO THE PRACTICE OF SCHOOL NEUROPSYCHOLOGY 78
SUMMARY 88
REFERENCES 89
Chapter 4: Multicultural School Neuropsychology 91
HISTORY OF DIFFERENCE VERSUS DISABILITY DIFFERENTIATION ATTEMPT 92
LEGISLATIVE HISTORY RELATED TO NONDISCRIMINATORY ASSESSMENT 93
ISSUES AND CONSIDERATIONS PRIOR TO THE SELECTION OF INSTRUMENTS AND PROCEDURES 94
MULTICULTURAL SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT INSTRUMENTS AND PROCEDURES 97
SELECTION OF CULTURALLY AND LINGUISTICALLY APPROPRIATE INTERVENTIONS 102
SUMMARY 103
REFERENCES 103
Section II: PRACTICE ISSUES IN SCHOOL NEUROPSYCHOLOGY 109
Chapter 5: School Neuropsychological Assessment and Intervention 111
IMPORTANCE OF A CONCEPTUAL MODEL TO GUIDE ASSESSMENT AND INTERVENTION 111
SUMMARY 127
REFERENCES 128
Chapter 6: Integrating Cognitive Assessment in School Neuropsychological Evaluations 131
INTEGRATED FLUID-CRYSTALLIZED THEORIES OF COGNITIVE FUNCTIONING AND CROSS-BATTERY ASSESSMENT 133
RESPONSE TO INTERVENTION 140
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT 141
AN INTEGRATIVE FRAMEWORK BASED ON PSYCHOMETRIC, NEUROPSYCHOLOGICAL, AND LURIAN PERSPECTIVES 143
SUMMARY 164
REFERENCES 166
Chapter 7: The Application of Neuroscience to the Practice of School Neuropsychology 171
TRANSLATING BRAIN RESEARCH INTO EDUCATIONAL PRACTICE 172
THE ROLE OF GENETICS ON EDUCATIONAL PRACTICE 173
THE ROLE OF BRAIN IMAGING IN EDUCATIONAL PRACTICE 173
WHAT LIES AHEAD FOR THE BRAIN RESEARCH\u2013EDUCATION LINKAGE? 182
SUMMARY 183
REFERENCES 183
Chapter 8: Linking School Neuropsychology with Response-to-Intervention Models 189
HISTORICAL IDENTIFICATION OF LD 189
PROBLEMS WITH THE DISCREPANCY MODEL 191
THE RESPONSE-TO-INTERVENTION (RTI) APPROACH TO THE IDENTIFICATION OF LD 193
THE TIERED ASPECT OF RTI MODELS 194
THE OPPORTUNITY FOR A BETTER MODEL OF LD IDENTIFICATION 201
INTRODUCTION TO A RESPONSE TO THE RIGHT INTERVENTION (RTRI) MODEL 205
SUMMARY 210
REFERENCES 211
Chapter 9: School Neuropsychology Collaboration with Home, School, and Outside Professionals 215
THE ROLE OF THE SCHOOL NEUROPSYCHOLOGIST CONSULTANT 215
COMMUNICATING SCHOOL NEUROPSYCHOLOGICAL RESULTS 231
SUMMARY 231
REFERENCES 231
Chapter 10: School Reentry for Children Recovering from Neurological Conditions 237
MENINGITIS 237
SICKLE CELL DISEASE AND STROKE 240
CANCER 241
TRAUMATIC BRAIN INJURY (TBI) 243
BEST PRACTICES IN SCHOOL REENTRY 246
SUMMARY 249
REFERENCES 249
Section III: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: SPECIAL POPULATIONS 253
Chapter 11: Assessment and Intervention Practices for Children with ADHD and Other Frontal-Striatal Circuit Disorders 255
THE BIOLOGICAL BASIS OF ADHD 256
COGNITIVE/NEUROPSYCHOLOGICAL FUNCTIONING IN ADHD 257
ACADEMIC ACHIEVEMENT AND DISABILITY IN ADHD 268
DIFFERENTIATING ADHD AND OTHER FRONTAL-SUBCORTICAL CIRCUIT DISORDERS: THE COMORBIDITY PERSPECTIVE 270
DIFFERENTIATING ADHD AND OTHER FRONTAL-SUBCORTICAL CIRCUIT DISORDERS: THE SCHOOL NEUROPSYCHOLOGY PERSPECTIVE 273
IMPLICATIONS FOR INTERVENTION: ACHIEVING CIRCUIT BALANCE 281
SUMMARY 286
REFERENCES 287
Chapter 12: Assessing and Intervening with Children with Autism Spectrum Disorders 311
CORE DEFICITS IN AUTISM 312
SCREENING FOR AUTISM SPECTRUM DISORDERS 313
COMORBIDITY AND ASSOCIATED DISORDERS 314
NEUROPSYCHOLOGICAL APPROACH: BRAIN/BEHAVIOR FUNCTIONING IN AUTISM 319
ASSESSMENT OF NEUROCOGNITION 320
EFFECTIVE INTERVENTION RECOMMENDATIONS 328
SUMMARY 329
REFERENCES 330
Chapter 13: Assessing and Intervening with Children with Asperger\u2019s Disorder 335
NEUROPSYCHOLOGICAL FUNCTIONING IN ASPERGER\u2019S DISORDER 335
COMPONENTS OF A SCHOOL NEUROPSYCHOLOGICAL EVALUATION TO ADDRESS ASPERGER DISORDER 341
INTERVENTION APPROACHES FOR WORKING WITH STUDENTS WITH ASPERGER\u2019S DISORDER 347
SUMMARY 353
REFERENCES 354
Chapter 14: Assessing and Intervening with Children with Developmental Delays 359
DEFINITIONS OF DEVELOPMENTAL DELAYS 359
EARLY IDENTIFICATION ISSUES 360
COMPETENCY-BASED PERFORMANCE MONITORING 362
THE RELEVANCE OF NEUROPSYCHOLOGICAL PROCESSES 363
THE ASSESSMENT OF DEVELOPMENTAL DELAY USING A NEUROPSYCHOLOGICAL PERSPECTIVE: COMPONENTS OF A SCHOOL NEUROPSYCHOLOGICAL EVALUATION 365
POSSIBLE ASSESSMENT INSTRUMENTS TO INCORPORATE INTO A DEVELOPMENTAL EVALUATION WITH A SCHOOL NEUROPSYCHOLOGICAL PERSPECTIVE 368
NEUROCOGNITIVE DEFICITS ASSOCIATED WITH DEVELOPMENTAL DELAY 371
EVIDENCE-BASED INTERVENTIONS FOR CHILDREN WITH DEVELOPMENTAL DELAYS 379
SUMMARY 383
REFERENCES 383
Chapter 15: Assessing and Intervening with Children with Externalizing Disorders 389
NEUROPSYCHOLOGY AND NEUROBIOLOGY CONTRIBUTING FACTORS 391
OTHER CONTRIBUTING FACTORS 397
COMORBIDITY WITH OTHER CHILDHOOD DISORDERS AND LEARNING DISABILITIES 398
SCHOOL NEUROPSYCHOLOGICAL EVALUATION 399
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF EXTERNALIZING DISORDERS 402
SUMMARY 409
REFERENCES 410
Chapter 16: Assessing and Intervening with Children with Internalizing Disorders 417
RELATIONSHIP BETWEEN NEUROPSYCHOLOGY AND INTERNALIZING DISORDERS 417
CLASSIFICATION OF INTERNALIZING DISORDERS 418
DEVELOPMENTAL PSYCHOPATHOLOGY 422
NEUROCOGNITIVE DEFICITS ASSOCIATED WITH INTERNALIZING DISORDERS 424
LIKELIHOOD OF COMORBIDITY WITH OTHER CHILDHOOD DISORDERS AND LEARNING DISABILITIES 432
COMPONENTS OF A SCHOOL NEUROPSYCHOLOGICAL EVALUATION TO ADDRESS INTERNALIZING DISORDERS 433
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF INTERNALIZING DISORDERS 436
SUMMARY 439
REFERENCES 439
Chapter 17: Assessing Children Who Are Deaf or Hard of Hearing 449
FREQUENCY, CLASSIFICATION, AND TYPES OF HEARING LOSS IN CHILDREN: AN OVERVIEW 450
NEUROCOGNITIVE DEFICITS, ETIOLOGIES, AND SYNDROMES ASSOCIATED WITH HEARING LOSS 454
DHH DEMOGRAPHICS AND SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT: A CONTEXTUAL TEMPLATE 458
DIVERSITY, DEAFNESS, AND SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT 465
PUTTING IT INTO PRACTICE: THE SNP MODEL OF ASSESSMENT AND THE DHH CONTEXTUAL TEMPLATE 471
INTERVENTIONS 482
SUMMARY 486
REFERENCES 486
Chapter 18: Assessing and Intervening with Visually Impaired Children and Adolescents 495
ISSUES RELATED TO TEST DEVELOPMENT 496
CONSIDERATIONS IN TEST SELECTION AND EVALUATION OF THE VI/B STUDENT 500
ACCOMMODATION AND REMEDIATION OF IDENTIFIED DEFICITS 503
SUMMARY 506
REFERENCES 507
Section IV: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: ACADEMIC DISABILITIES 511
Chapter 19: Assessing and Intervening with Children with Reading Disorders 513
CONTROVERSIES IN ASSESSMENT PRACTICES 513
THE NEUROBIOLOGY OF READING 517
SUBTYPES OF READING DISORDERS 518
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF READING 521
SUMMARY 529
REFERENCES 530
Chapter 20: Assessing and Intervening with Children with Written Language Disorders 537
DEFINITIONS 538
DIAGNOSTIC ISSUES 539
NEUROCOGNITIVE FUNCTIONS RELATED TO DEVELOPMENTAL WRITING DISORDERS 541
EVIDENCE-BASED INTERVENTIONS FOR TREATMENT OF WRITTEN LANGUAGE DISORDERS 541
SUMMARY 546
REFERENCES 546
Chapter 21: Assessing and Intervening with Children with Math Disorders 551
DEFINITIONS 553
NEUROPSYCHOLOGICAL SUBTYPES 555
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF MATH DISORDERS 562
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF CHILDREN WITH MATH DISORDERS 569
FUTURE RESEARCH 574
SUMMARY 575
REFERENCES 575
Chapter 22: Assessing and Intervening with Children with Speech and Language Disorders 581
NEUROCOGNITIVE CORRELATES OF SPEECH AND LANGUAGE DISORDERS 584
COMORBIDITY WITH OTHER CHILDHOOD DISORDERS AND LEARNING DISABILITIES 586
SCHOOL NEUROPSYCHOLOGICAL EVALUATION FOR SLI 589
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF CHILDREN WITH SLI 594
INTERVENTION IMPLEMENTATION: CROSS-CULTURAL CONSIDERATIONS 600
SUMMARY 600
REFERENCES 600
Chapter 23: Assessing and Intervening with Children with Nonverbal Learning Disabilities 609
NLD ASSETS AND LIABILITIES 611
COMORBIDITY OF NLD WITH OTHER CONDITIONS AND DISORDERS 617
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF NLD 619
NLD INTERVENTION 620
SUMMARY 622
REFERENCES 623
Section V: CLINICAL APPLICATIONS OF SCHOOL NEUROPSYCHOLOGY: PROCESSING DEFICITS 627
Chapter 24: Assessing and Intervening in Children with Executive Function Disorders 629
DEFINITION OF EXECUTIVE FUNCTIONS 629
NEUROLOGICAL BASES OF EXECUTIVE FUNCTIONS 631
DEVELOPMENTAL ASPECTS OF EXECUTIVE FUNCTIONING IN CHILDREN 633
ASSESSMENT OF EXECUTIVE FUNCTIONS IN CHILDREN AND ADOLESCENTS 635
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF EXECUTIVE FUNCTIONS IN CHILDREN AND ADOLESCENTS 654
EVIDENCE-BASED INTERVENTIONS OF EXECUTIVE FUNCTIONS IN CHILDREN AND ADOLESCENTS 656
SUMMARY 660
REFERENCES 661
Chapter 25: Assessing and Intervening with Children with Memory and Learning Disorders 671
MEMORY AND LEARNING 671
OVERVIEW OF MEMORY SYSTEMS 672
ORGANIZATION OF MEMORY FROM THE COGNITIVE NEUROSCIENCE PERSPECTIVE 673
ORGANIZATION OF MEMORY FROM THE SCHOOL NEUROPSYCHOLOGY PERSPECTIVE 676
NEUROBIOLOGY OF MEMORY AND LEARNING 677
EXAMPLES OF THE ASSESSMENT OF MEMORY AND LEARNING 680
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF CHILDREN WITH MEMORY AND LEARNING DYSFUNCTIONS 689
CASE EXAMPLE: FROM ASSESSMENT TO INTERVENTION 693
SUMMARY 696
REFERENCES 696
Chapter 26: Assessing and Intervening with Children with Sensory-Motor Impairment 703
SENSORY AND MOTOR FUNCTIONS 704
SENSORY-MOTOR AND PERCEPTUAL-MOTOR INTEGRATION 705
SENSORY-MOTOR IMPAIRMENTS IN CHILDHOOD DISORDERS AND LEARNING DISABILITIES 706
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF SENSORY-MOTOR FUNCTIONS 711
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF CHILDREN WITH SENSORY-MOTOR IMPAIRMENTS 716
SUMMARY 719
REFERENCES 719
Chapter 27: Assessing and Intervening with Chronically Ill Children 723
CENTRAL NERVOUS SYSTEM (CNS) INFECTION OR COMPROMISE 723
CHRONIC MEDICAL ILLNESSES 728
CHILDREN WITH A HISTORY OF ACQUIRED OR CONGENITAL BRAIN DAMAGE 741
CHILDREN WITH NEURODEVELOPMENTAL RISK FACTORS 744
SUMMARY 754
REFERENCES 755
Chapter 28: Assessing and Intervening with Children with Brain Tumors 767
MAJOR TYPES OF BRAIN TUMORS 768
VARIABLES CONTRIBUTING TO NEUROCOGNITIVE FUNCTIONING 770
REVIEW OF NEUROCOGNITIVE ABILITIES IN PEDIATRIC BRAIN TUMOR SURVIVORS 773
COMORBIDITY 777
COMPONENTS OF A SCHOOL NEUROPSYCHOLOGICAL EVALUATION 778
INTERVENTIONS FOR CHILDREN WITH BRAIN TUMORS 779
SUMMARY 787
REFERENCES 788
Chapter 29: Assessing and Intervening with Children with Seizure Disorders 797
CLASSIFICATION OF SEIZURE DISORDERS IN CHILDREN 798
NEUROCOGNITIVE DEFICITS ASSOCIATED WITH SEIZURE DISORDERS 801
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF CHILDREN WITH SEIZURE DISORDERS 808
INTERVENTION APPROACHES FOR CHILDREN WITH SEIZURE DISORDERS 810
THE ROLE OF A SCHOOL NEUROPSYCHOLOGIST IN WORKING WITH CHILDREN SUSPECTED OR HAVING SEIZURE DISORDERS 814
SUMMARY 815
REFERENCES 815
Chapter 30: Assessing and Intervening with Children with Traumatic Brain Injury 823
INTRODUCTION AND OVERVIEW 823
SPECIAL CONSIDERATIONS FOR PEDIATRIC TBI 828
NEUROCOGNITIVE DEFICITS ASSOCIATED WITH TBI 829
RECOVERY FROM TBI AND LONG-TERM IMPLICATIONS 836
SCHOOL NEUROPSYCHOLOGICAL ASSESSMENT OF CHILDREN WITH TBI 838
TBI REHABILITATION AND INTERVENTION 839
SUMMARY 842
REFERENCES 844
Appendix: Resources for School Neuropsychology 847
Author Index 851
Subject Index 881