Neurodevelopmental disorders have a broad impact on cognitive and behavioral development in children. Consequently, youth with complex neurodevelopmental disorders commonly present to the pediatric neuropsychologist or school psychologist for assessment to obtain a comprehensive description of strengths and weaknesses, both cognitively and in regard to emotion and behavioral regulation. It is often the goal of evaluation to identify appropriate options for accommodation and intervention that will promote increased success with learning and independence. thus, it is common to see the results of the assessment process used to bridge treatment planning for these children between the home, the school, and the clinic.It is the goal of this chapter to guide practitioners in bridging assessment and intervention approaches when working with children with significant neurogenetic differences in learning and adaptive functioning. this chapter has three objectives. First, we present a discussion of the characteristicCopyright American Psychological Association. Not for further distribution.
272thome, drossos, and hunter behavioral, emotional, and neurocognitive features that are associated with the more common set of acquired neurological disorders, focusing specifically on genetically based neurodevelopmental disorders, neurometabolic disorders, and neurocutaneous syndromes. In line with this discussion and the primary orientation of this volume, we address the influence underlying neurogenetic alterations associated with these disorders have on developing frontal-subcortical neural circuitry. We also illustrate where withingroup heterogeneity deviates from typical presentation and how this affects observed functioning and symptom presentation. Second, we discuss best practices in the assessment of youth with acquired neurological disorders, with the intention of illustrating clear bases for treatment recommendations that are guided by both the neuropsychological findings and research in evidence-based practice. And third, we provide an integrated case study of the assessment and subsequent treatment of a child with neurofibromatosis type II (NF-II), a neurocutaneous disorder, to illustrate this approach and how it affects recommendations and treatment.Conceptual similarities exist between the neurogenetic disorders and those disorders that are not acquired through brain injury or illness. An understanding of how alterations in brain development affect cognition and functioning can often be drawn from a broad-based developmental perspective through analysis of symptoms that develop over time in a dynamic environment. As a result, we also discuss how person-environment interactions influence and direct the pattern of deficits or strengths individuals with acquired neurodevelopmental conditions present with over time. Specifically, we propose that many of the neuropsychological sequelae associated with the disorders discussed in this chapter, including executive dysfunction, mood disturbance, and psychotic symptoms, reflect ...