Neuropsychological Assessment of Children

Riccio, Cynthia A.; Reynolds, Cecil R.

doi:10.1016/b0080-4270(73)00500-9

Cited by 6 publications

(5 citation statements)

References 131 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As expected, the focus of early research related to understanding children and offering appropriate programming to meet their needs was based in clinics and public schools (Gaddes, 1980). This early history was primarily based on the study of adult brain functioning (Riccio & Wolfe, 2003). Thus, initially, neuropsychological assessment and intervention with children was based on a downward extension of adult models of neuropsychological functioning (Riccio & Wolfe, 2003).…”

Section: Neuropsychological History: the Pastmentioning

confidence: 99%

“…This early history was primarily based on the study of adult brain functioning (Riccio & Wolfe, 2003). Thus, initially, neuropsychological assessment and intervention with children was based on a downward extension of adult models of neuropsychological functioning (Riccio & Wolfe, 2003). However, numerous factors have contributed to refining neuropsychology in an effort to offer appropriate services for children and adolescents (D'Amato, Rothlisberg, & Work, 1999).…”

Section: Neuropsychological History: the Pastmentioning

confidence: 99%

“…The neuropsychological framework requires practitioners to consider a wider range of functions that are known to influence learning and behavior (Rhodes et al, in press;Riccio & Wolfe, 2003). An understanding of the complexity of the field is critical because neuropsychological examinations focus on the acquisition of data from some areas that overlap with school psychology and/or special education (e.g., cognitive abilities) and from other areas that are unique to the practice of neuropsychology (e.g., motor skills, sensory abilities).…”

Section: Neuropsychological Assessment For Interventionmentioning

confidence: 99%

“…The use of fixed or flexible batteries in neuropsychology has been described extensively elsewhere (Gaddes & Edgell, 1994;Rhodes et al, in press;Riccio & Wolfe, 2003;Teeter and SemrudClikeman, 2007). In general, practitioners appear to be divided between those who advocate a fixed battery approach (administering a consistent, standardized battery to all students regardless of the referral question) and those who advocate a flexible battery approach (using a case-study analysis focusing on the dynamic clinical interactions and "the process" to better understand the individual).…”

Section: Quantitative and Qualitative Approaches To Interventionmentioning

confidence: 99%

See 3 more Smart Citations

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Witsken

Stoeckel

D’Amato

2008

Psychology in the Schools

View full text Add to dashboard Cite

Neuropsychology may be described as the study of brain‐behavior relationships (National Academy of Neuropsychology [NAN], 2001). Clinical neuropsychology represents the application of knowledge of the intricacies of these relationships to individual cases. Several authors have advocated for the application of neuropsychology to the public schools, a specialty some have called “school neuropsychology” (D'Amato, 1990; Hynd & Obrzut, 1981). This area of study represents the application of neuropsychological knowledge to help understand (a) childhood behavior, (b) individual student strengths and needs, (c) how students learn, and (d) how teaching can be linked to brain‐based instructional practices (D'Amato, Fletcher‐Janzen, & Reynolds, 2005b; Hale & Fiorello, 2004; Sousa, 2006). Since the term was initially introduced by Hynd and Obrzut, considerable debate has arisen regarding training, credentialing, and the professional identity of this specialty (Crespi & Cooke, 2003; Parrish, 2005; Pelletier, Hiemenz, & Shapiro, 2004). This article briefly reviews the history of neuropsychology applied to work with children, describes credentialing and training of professionals trained in both school psychology and neuropsychology, presents models of applying neuropsychology within the school setting, and outlines potential benefits of using a neuropsychologically based Response‐to‐Intervention model in the schools. © 2008 Wiley Periodicals, Inc.

show abstract

Section: Neuropsychological History: the Pastmentioning

confidence: 99%

Section: Neuropsychological History: the Pastmentioning

confidence: 99%

Section: Neuropsychological Assessment For Interventionmentioning

confidence: 99%

Section: Quantitative and Qualitative Approaches To Interventionmentioning

confidence: 99%

See 2 more Smart Citations

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

Witsken

Stoeckel

D’Amato

2008

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…A sua aplicação constitui parte integrante na avaliação neuropsicológica compreensiva de crianças e adolescentes (cf., por exemplo, Anderson, Northam, Hendy & Wrennall, 2001;Groth-Marnat, Gallagher, Hale & Kaplan, 2000;Lezak, 1995;Riccio & Reynolds, 1998;Spreen & Strauss, 1998).…”

unclassified

Utilizações da WISC-III na avaliação neuropsicológica de crianças e adolescentes

Simões

2002

Paidéia (Ribeirão Preto)

View full text Add to dashboard Cite

Este texto pretende evidenciar os principais contributos da Terceira Edição da Escala de Inteligência de Wechsler (WISC-III) para a avaliação neuropsicológica de crianças e adolescentes. Alguns indicadores são objeto de exploração: Quociente Intelectual da Escala Completa, Quociente Intelectual verbal, Quociente Intelectual de realização, discrepância(s) entre QIv e QIr, Índices Factoriais, análise por subteste,variabilidade inter-testes, formas reduzidas, avaliação do nível de funcionamento cognitivo pré-mórbido, testes neuropsicológicos e funções psicológicas examinadas a partir da WISC-III. Neste contexto, são revistos alguns dos principais estudos com grupos clínicos de crianças com lesão cerebral traumática, cancro, espinha bífida, hidrocefalia, epilepsia. É feita uma referência breve ao futuro próximo da investigação relativa à utilização neuropsicológica da WISC-III.

show abstract