Neuropsychologische Diagnostik im Kindes- und Jugendalter

Abstract

Among a number of issues and disorder pictures neuropsychological diagnostics should occupy a solid position, both in the initial assessment, as well as in that of the course. With an eye towards its use in child and adolescent psychiatry, a descriptive definition of this area of psychological diagnostics must be provided. In so doing, several essentially different approaches arise, whose effects on psychometrics and interpretation must be examined. Regardless of the fact that the current availability of standardized neuropsychological diagnostics is satisfactory only in certain areas, the methods used in clinical practice and/or research are presented. In addition to the individual test batteries, individual test methods for the areas of visual and auditory memory functions, attention functions, functions associated with speech, and executive functions are discussed. The current status of neuropsychological diagnostics generates essential tasks towards its further development. This is true with regard to goals attainable in the short term, such as adaptation or standardization of available instruments, as well as for long-term research tasks.

Attentional Dysfunctions and its Pharmacological Modulation in Childhood Psychiatric Disorders: Evidence from Neuropsychological Studies

“…attention problems. (Melchers & Lehmkuhl, 2000). In the classification system of the World Health Organization (ICD-10; Dilling, Mombour, & Schmidt, 1993) and the American Psychiatric Association (DSM-IV; American Psychiatric Association, 1994), for example, the existence of attention deficits is essential for diagnosing an attention deficit-/ hyperactivity disorder (ADHD).…”

“…However, the evaluation of psychotropic treatment effectiveness and the resulting problems regarding the interpretation of data gained from retesting is a special challenge in the treatment of children and adolescent. Beside exercise effects in the second round of tests, it is important to consider the continuous maturation, development and age of the child (Melchers et al, 2000). Therefore, it is necessary for such repeated testing, that the neuropsychological instruments used are sufficiently reliable, so that an interpretation of care effects, side effects and follow up is possible.…”