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Handbook of Clinical Child Neuropsychology
Cecil Reynolds, Elaine Fletcher-Janzen
Verlag Springer-Verlag, 2009
ISBN 9780387788678 , 814 Seiten
3. Auflage
Format PDF, OL
Kopierschutz Wasserzeichen
Contributors
5
Preface to the Third Edition
9
Contents
11
Part 1: Foundations and Current Issues
14
Development of Neuropsychology as a Professional Psychological Specialty: History, Training, and Credentialing
15
Background
15
Assessment Approaches
17
Professional Context of Child Neuropsychology
18
Levels of Inference
18
Credentialing of Psychologists
19
Definition of a Clinical Neuropsychologist
20
General Issues in Child Clinical Training
22
Focus on Training in Clinical Child Neuropsychology
23
Professional Context of Clinical Child Neuropsychology
25
Professional Relationships
25
Appendix
25
Guidelines for Doctoral Training Programs in Clinical Neuropsychology
26
Guidelines for Neuropsychology Internships in Clinical Neuropsychology
26
Experiences to Be Provided
27
Didactic Training
27
Experiential Training
27
Exit Criteria
27
Guidelines for Postdoctoral Training in Clinical Neuropsychology
27
Entry Criteria
28
General Considerations
28
Specific Considerations
28
Didactic Training
28
Experiential Training
28
Exit Criteria
29
Additional Sources
29
References
29
Development of the Child’s Brain and Behavior
31
Introduction
31
Anatomical Development of the Child’s Brain
33
Neural Generation
33
Cell Migration
36
Axonal Development
36
Dendritic Development
36
Synaptic Development
37
Glial Development
38
Myelin Development
38
Neurochemical Development
39
Postnatal Brain Development
39
Cell Death
40
Imaging Studies of Brain Development
40
Cortical Function at Birth
41
Abnormal Development of the Child’s Brain
41
Abnormal Neural Structure
41
Injury and Brain Development
42
Behavioral Correlates of Brain Development
43
Motor Systems
43
Language Development
43
Cerebral Asymmetry
46
Development of Problem-Solving Ability
46
Development of Neuropsychological Test Performance
48
Frontal Lobe Tests
48
Abnormal Brain Development and Behavior
49
Early Brain Injury and Behavior
50
Conclusion
53
References
53
Development of Cerebral Lateralization in Children
59
Lateral Asymmetry as a Pervasive Design Characteristic in Nature and the World
59
The Normative Adult Endpoint of Hemisphere Specialization
59
Development of Hemisphere Specialization: Competing Hypotheses
60
The Origin of Bisymmetry
61
Asymmetry (Somatic)
61
Asymmetry (Neural)
61
Morphological Asymmetries in the Human
62
Peripheral Laterality
64
Infant Central Laterality
65
Emergence of Hand Preference in Children
65
Development of Central Laterality in Childhood
66
Lateralization Probed by Lateral Cerebral Damage
69
Lateralization in Developmental Deficit
70
Introduction
70
Hand Preference in Developmental Disabilities
70
Central Laterality in Developmental Deficits
71
References
73
Development of Higher Brain Functions: Birth Through Adolescence
79
Introduction
79
Development of the Human CNS
80
Morphology
80
Neuroembryonic Structure Formation
81
Basal Ganglia
82
Ventricle Formation and CSF
83
Spinal Cord Formation, Alar and Basal Plates
83
Hippocampi
84
Cellular Differentiation of the Nervous System
85
Sex Differences in Brain Structure
90
Fetal Sex Steroid Hormones and Neural Development
90
Summary
90
Factors Affecting Normal Brain Development and Higher Cortical Functions
91
General Factors Involved in Human Brain Growth
92
Mass Growth of the Brain
92
White Matter Development
93
Cortical Development and Timing: A Link to IQ
93
Intelligence, IQ, Spearman’s ‘‘g’’ and Cortical Development
94
Frontal Lobes and Executive Processes
95
Sensorimotor Functions and the Appearance of Neurological Reflexes
95
Prematurity and Low Birth Weight
96
Frontal Lobe Maturation
96
Nutrition and Malnutrition
97
Cerebral Oxygen Consumption and Blood Flow
97
EEG Development
99
Speech and Oral Communication Development
100
Acculturation Processes
102
Postnatal Perceptual, Cognitive, and Motor Development
102
Memory
103
Symbolization and Early Cognitive Development
104
Mirror Neurons (MN)
105
Williams-Beuren Syndrome (WS)
105
Brain Maturation in Early and Late Cognitive Development
107
Adolescents: Brain and Behavior Development
108
Autistic Spectrum and Asperger Syndrome
109
Brain Changes and Reading
110
Cerebral Asymmetry and Cerebral Lateralization
110
New Brain Imaging Techniques for Studying Normal Brain Development and its Functions
112
Neuroimaging and Other Research Methods
112
MRI
112
Magnetic Resonance (MR) and Fluid-Attenuated Inversion Recovery (FLAIR) Imaging of the Normal, Healthy Brains
113
EPI
114
PETT
114
Magnetic Resonance Spectroscopy (MRS)
115
MSI
116
MegEEG
116
Research Designs and Methodologies
116
Conclusion
117
References
118
Neuropsychology of Child Psychopathology
129
Introduction
129
Foundations: Review of Early Studies
130
Psychiatric Sequelae of Childhood Brain Dysfunction
130
Prevalence of Brain Dysfunction Among Children with Psychiatric Disorders
133
Conceptual Issues
135
Findings in Selected Categories of Child Psychopathology
137
Autistic Disorder
137
Attention-Deficit/Hyperactivity Disorder (ADHD)
140
Conduct Disorders
142
Affective Disorders
144
Anxiety Disorders
146
Childhood Schizophrenia
147
Implications for Research and Practice
148
References
150
Neurodevelopmental Malformations: Etiology and Clinical Manifestations
159
Abnormalities in the Bulk Growth of the Brain
159
Micrencephaly
160
Megalencephaly
160
Dysplasias of the Cerebral Hemispheres
161
Holoprosencephaly
161
Agenesis of the Corpus Callosum
164
Malformations of the Cerebral Cortex
165
Agyria (Lissencephaly) and Pachygyria
165
Focal Dysplasia/Heterotopia
167
Polymicrogyria
167
Hydrocephalus and Associated Malformations
168
Hydrocephalus
168
Dandy-Walker Malformation
169
Arnold-Chiari Malformation
170
Stenosis of the Aqueduct of Sylvius
171
Abnormalities of the Neural Tube and Fusion Deficits
171
Spina Bifida
171
Cranium Bifidum and Encephalocele
172
Anencephaly
173
Hydranencephaly
174
Porencephaly
174
Conclusions
175
References
176
Pediatric Brain Injury: Mechanisms and Amelioration
181
Epidemiological Mechanisms
181
Physiological Mechanisms
183
Psychological Mechanisms
186
Neuropsychological/Neurodevelopmental Assessment
188
School-Related Issues
190
Physical Sequelae
192
References
195
Neuropsychological Basis of Learning Disabilities
199
The Concept of Learning Disabilities
199
Prevalence of Learning Disabilities
201
Etiology and Genetics of Learning Disabilities
201
Subtyping Learning Disabilities
205
A Neuropsychological Model to Assess Learning Disability
207
Evaluating Learning Disability in the Context of a Comprehensive Neuropsychological Evaluation
209
Interventions for Learning Disabilities
209
Summary
210
References
211
Measurement and Statistical Problems in Neuropsychological Assessment of Children
215
Normative Data and Standardization Samples
217
Gutkin and Reynolds’s (1980) Norming of the Selz and Reitan Index of Neurological Dysfunction
219
Reliability of Neuropsychological Measures
223
Variance Definitions of Reliability and Validity
223
Calculating and Reporting Reliability
224
Scaling Problems in Neuropsychological Testing
225
RL and RA
226
RQ
228
Ratios and Quotients
229
Standard or Scaled Scores
229
Differential Diagnosis: Determining Membership in Clinical Populations
231
Some Statistical Considerations
231
The Willson and Reynolds Examples of Classification Problems
233
Profile Reliability
236
Sensitivity, Specificity, Diagnostic Accuracy, and Positive/Negative Predictive Value
237
Summary
238
References
239
Models of Inference in Evaluating Brain-Behavior Relationships in Children
243
Introduction
243
Basic Issues of Clinical Inference
243
Clinical-Inferential Methods
243
Levels of Inference
244
Fundamentals of Hypothesis Formation: The Logic of Strong Inference
245
Clinical Judgment in Neuropsychology
247
Summary of Basic Issues
248
Models of Inference in Child Neuropsychology
248
The Inferential Context of Child Neuropsychology
248
Assessment Methods in Child Neuropsychology
249
Quantitative Inferences in Child Neuropsychology
250
Qualitative Inferences in Child Neuropsychology
250
Inferential Fallacies in Child Neuropsychology
251
Summary
253
References
253
Part 2: Neuropsychological Diagnosis
256
Halstead-Reitan Neuropsychological Test Batteries for Children
257
Validation Studies
257
Subtests from the Halstead-Reitan Neuropsychological Test Battery for Children Ages 9-14
259
Category Test
259
Tactual Performance Test
259
Finger Tapping Test
259
Speech Sounds Perception Test
260
Seashore Rhythm Test
260
Trails A and B
260
Strength of Grip Test
260
Sensory-Perceptual Exam
260
Finger Localization Test
261
Fingertip Number Writing Test
261
Tactile Form Recognition Test
261
Aphasia Screening Test
261
Ordering Information
262
Subtests from the Reitan-Indiana Neuropsychological Test Battery for Children 5-8
262
Category Test
262
Tactual Performance Test
262
Finger Tapping Test
262
Speech Sounds Perception Test, Seashore Rhythm Test, Trails A and B
262
Marching Test
262
Strength of Grip
262
Sensory-Perceptual Exam (SPE)
262
Aphasia Screening Test
263
Color Form Test
263
Progressive Figures Test
263
Matching Pictures Test
263
Target Test
263
Matching Figures and Matching V’s Test
263
Drawing of Star and Concentric Squares
264
Ordering Information
264
Normative Analysis of Halstead-Reitan Neuropsychological Test for Children
264
Interpretation of Children’s Performance on Neuropsychological Batteries
267
Level of Performance
268
Pathognomonic Signs
268
Patterns of Performance
268
Comparison of Right and Left Body Sides
269
Multiple Inferential Approach
269
Rules Approach
269
Neuropsychological Deficit Scale
269
Biobehavioral Approach
269
Pragmatic Approach
270
Applications
271
Summary
273
References
274
The Nebraska Neuropsychological Children’s Battery
277
Development of the Battery
277
Description of the Battery
278
Interpretation
279
Levels of Interpretation
279
Identifying Brain Damage
280
Use of the Critical Level
280
Interpreting Scale Patterns
281
Factors Affecting Scale Interpretation
281
Developmental Issues in Interpretation
282
Clinical Scales
282
Qualitative Analysis
287
Personality
287
Prior History
288
Updated Approach to Qualitative Scoring
288
Interpretation
289
Conclusions
290
References
290
Applications of the Kaufman Assessment Battery for Children, 2nd Edition in Neuropsychological AssessmentThe second author, R. W. Kamphaus, wishes to disclose a potential conflict of interest. He studied with Dr. Alan Kaufman when a graduate student at the University of Georgia and, later, he served as project director for the original K-ABC for the test’s publisher.
291
Overview
291
History
291
Theoretical Framework
292
Research with Pediatric Samples
293
Test Overview
294
Psychometric Properties
295
Standardization
296
Reliability
296
Validity
297
Correlations with Other Measures of Intelligence
298
Demographic Group Differences
299
Performance of Clinical Groups
299
Administration
301
Interpretation
302
Conclusions
304
Strengths
304
Weaknesses
305
References
305
Clinical Neuropsychological Assessment with the Test of Memory and Learning, Second Edition
307
Basic Neurobiology of Memory
309
TOMAL-2
310
TOMAL-2 Subtests
310
Standardization
312
Reliability
312
Validity
312
Factor Structure of the TOMAL-2
312
Cross-Ethnic Stability of Factor Indexes
316
Forward Versus Backward Recall
318
Delayed Recall
320
Ethnic Differences in Mean Levels of Performance
320
Interpretive Strategies
320
Brief Case Examples
321
Conclusion
325
References
327
Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests
330
Why Consider a Neuropsychological Perspective?
331
Approaches to Neuropsychological Assessment
332
Quantitative Standardized Approaches
332
Qualitative Clinical Approaches
333
An Integrative Flexible Battery Model
334
Basic Assumptions
334
The Flexible Battery Approach
334
Areas the Evaluation Should Encompass
336
The Evaluation-Intervention Link
337
Interview and Generation of Assessment Plan
338
Developmental History
338
Perceptual/Sensory and Motor Functions
338
Perceptual/Sensory Functions
338
Motor Functions
339
Cognitive/Intellectual Functioning
340
Academic Achievement
346
Communication/Language Skills
348
Attention/Learning/Processing
349
Personality Variables
350
Conclusions
353
References
353
Assessment of Behavior and Personality in the Neuropsychological Diagnosis of Children
358
Neuropsychology of Emotions
359
Childhood Psychopathology from a Neuropsychological-Neuropsychiatric View
360
The Role and Development of Frontal Lobes in Children
361
Evidence from Childhood Psychopathology
362
Evidence from TBI
362
The Role of the Right and Left Hemispheres
364
Externalizing Disorders of Childhood
365
ADHD
365
Neuropsychology of ADHD
368
Conduct Disorder
370
Internalizing Disorders of Childhood
372
Childhood Depression
373
Childhood Anxiety
374
Conclusions
375
Specific Assessment Methods
375
Parent Rating Scales
375
Behavior Assessment System for Children-Second Edition Parent Rating Scales (BASC-2-PRS) (Reynolds & Kamphaus, 2004)
376
Conners’ Parent Rating Scale-Revised (CPRS-R) (Conners, 1997)
376
Teacher Ratings
378
Behavior Assessment System for Children-Second Edition Teacher Rating Scales (BASC-2-TRS) (Reynolds & Kamphaus, 2004)
378
Conners’ Teacher Rating Scales-Revised (CTRS-R) (Conners, 1997)
379
Teacher’s Report Form (TRF; Achenbach & Rescorla, 2001) and Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000)
379
Student Behavior Survey (SBS)(Lachar, Wingenfeld, Kline, & Gruber, 2000)
380
Devereux Behavior Rating Scale-School Form (DBRS-SF) (Naglieri et al., 1993)
380
Conclusions Regarding Parent and Teacher Rating Scales
380
Integrating Psychological-Behavioral Assessment Findings into Neuropsychological Evaluation Results
381
Identify Neuropsychological Assets and Deficits
381
Identify Comorbid Disorders
382
Identify the Developmental Course of the Disorder
382
Identify Child Competencies
383
Identify Ecological Factors
383
References
383
Psychophysiological Evaluation of Neuropsychological Disorders in Children
391
Introduction
391
Developmental Learning Disorders
392
Attention-Deficit/Hyperactivity Disorder (AD/HD)
399
Childhood Autism
400
Conclusion
402
References
402
The Assessment of the Hispanic Child
408
The Assessment of the Hispanic Child
408
A Brief Look at Current and Future Statistics on Hispanics
409
Race, Ethnicity, Culture, and the Assessment of the Hispanic Child
411
Ethical Issues and the Assessment of the Hispanic Child
412
Neuropsychological Assessment of the Hispanic Child: Special Topics
413
Education
413
Poverty/SES
415
Literacy
415
Occupational Status
415
Housing
416
Health
416
Perceptions and Bias
417
Acculturation
418
Language
419
Genetics: A Bridge Eliminating the Chasm Between Culture and Brain
420
The Assessment of Hispanic Children: Pragmatic Assessment Issues
421
Cultural Competency
423
Multicultural Diagnostic Considerations During Neuropsychological Assessment
424
Conclusions
425
References
427
Part 3: Techniques of Intervention
432
Neurocognitive Interventions for Childhood and Adolescent Disorders: A Transactional ModelPortions of this chapter are adapted from Teeter, P.A., & Semrud-Clikeman, M. (2007). Child Clinical Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders of Childhood, New York. Copyright Springer. Adapted with permission.
433
Theoretical Orientations for the Study of Childhood Disorders
434
Neuropsychological Component
434
Behavioral Component
435
Psychosocial and Cognitive Components
436
A Transactional Neuropsychological Paradigm for the Assessment and Treatment of Childhood Disorders
437
Models Linking Assessment to Interventions
438
Multistage Neuropsychological Model
438
Developmental Neuropsychological Remediation/Rehabilitation Model
440
The Reitan Evaluation of Hemispheric Abilities and Brain Improvement Training (REHABIT)
441
Phenomenological Model for Educational Interventions
441
Neuropsychological Orientations for Remediation
442
Attacking Neurocognitive Deficits
442
Teaching to Neurocognitive Strengths
442
Combined Treatment Programs
443
Disorders of Childhood: Implications for Remediation
443
Reading Disabilities: Phonological Core Deficits
443
Intervention Strategies
445
Nonverbal Learning Disabilities
445
Intervention Strategies
445
Attention-Deficit Hyperactivity Disorder
447
Intervention Strategies
448
Pervasive Developmental Disorders
448
Intervention Strategies
448
Seizure Disorders
448
Intervention Strategies
448
Traumatic Brain Injury
449
Intervention Strategies
449
Brain Tumors
449
Intervention Strategies
449
Interventions for Associated Cognitive-Academic, Psychosocial, Executive Function, and Attentional Problems
450
Strategies for Cognitive and Academic Difficulties
450
Strategies for Reading Disorders
450
Phonological Awareness Training
450
Comprehension Strategies
450
Computer and Speech Feedback
451
Whole Language Programs
452
Strategies for Written Language Disorders
452
Strategies for Math Disorders
452
Strategies for Deficits in Executive Functions: Planning and Organizational Skills
452
Strategies for Social Skills Deficits
453
Classroom and Behavior Management Strategies
454
Self-Management/Self-Control Techniques
454
Home-Based Contingencies
454
Peer Tutoring
454
Psychopharmacological Interventions
455
Specific Classes of Medication
455
Monitoring Medication
455
Pharmacological/Behavioral Interventions
458
Home-School-Physician Partnerships
459
Summary and Conclusions
459
References
459
Brain Injury Rehabilitation of Children and Youth: Neurodevelopmental Perspectives
465
Introduction
465
Historical Development of Clinical Neuropsychology and Brain Injury
467
Neuropsychology and Rehabilitation
469
Biomedical Versus Service Neuropsychological Delivery Paradigms
469
Models of Program Service Delivery
470
Psychosocial Aspects of Holistic Programs
474
Pediatric Versus Adult Programming for Individuals with Brain Injury
475
Age of Injury
475
Assessment
477
Developmental Stage
480
Stage of Recovery
480
Modalities of Treatment
482
Family Involvement
483
Reentry Issues
484
Program Evaluation
485
Outcome Measurement
487
The Pediatric Rehabilitation Milieu
488
Interdisciplinary Versus Multidisciplinary Rehabilitation Treatment Teams
489
The Neurodevelopmental Model of Pediatric Brain Injury Rehabilitation
490
Stage 1: Engagement
492
Stage 2: Awareness
494
Stage 3: Mastery
496
Stage 4: Control
496
Stage 5: Acceptance
497
Stage 6: Identity
498
Family-Centered Treatment in the Community
498
Summary and Conclusions
500
References
501
The Neuropsychology of Pediatric Epilepsy and Antiepileptic Drugs
510
Epilepsy and Cognitive Processes
512
Epilepsy and General Intelligence
512
Neuropsychological Model of Brain Functioning
512
Effects of Epilepsy on Specific Cognitive Processes
514
Sensory Input
514
Attention and Concentration
515
Learning and Memory
515
Language Skills
516
Perceptual-Motor Skills
517
Executive Functions
517
Motor Output
518
Neural Factors Underlying Cognitive Deficits
518
Etiology of the Seizure Disorder
518
Seizure Type and Frequency
519
Age at Onset and Duration of Disorder
520
Intellectual and Cognitive Effects of AEDs
521
Phenobarbital
522
Primidone
522
Phenytoin
523
Ethosuximide
523
Valproic Acid (Sodium Valproate)
523
Carbamazepine
523
Felbamate
524
Gabapentin
524
Lamotrigine
525
Vigabatrin
525
Nonmedication Alternative Treatments
526
Surgical Treatment
526
Behavioral Treatment
527
Dietary Treatment
527
References
528
Neuropsychological Effects of Stimulant Medication on Children’s Learning and Behavior
534
Historical Overview and Evolving Research
534
Prevalence
535
Pharmacology
535
Action Mechanism
535
Types of Stimulants
536
Methylphenidate (MPH)
536
Dextroamphetamine
538
Amphetamine (d- and 1-Amphetamine Racemic Mixture)
538
Pemoline
538
Other Stimulant Agents
538
Comparative Clinical Trials
538
Administration and Dose Response
539
Attention-Deficit Hyperactivity Disorder
541
Learning Disabilities
548
Conduct Disorders
549
Mental Retardation
550
Acquired Neurological Conditions
552
Tourette’s Syndrome
554
Depression in Medically Ill Groups
556
Developmental Issues
556
Preschoolers
556
Adolescents
557
Adults
558
Issues of Assessment
558
Physiological Correlates
558
Learning
561
Behavioral Correlates
561
Psychological Testing
562
Limitations of Stimulants
563
Iatrogenic and Emanative Effects
563
Psychosocial Attitudes and Beliefs About Medication
565
Long-Term Outcome of Children Treated with Stimulants
566
Growth Suppression
567
Cardiac System
567
Addiction
568
Multimodal Therapies
568
Training Issues
570
Concluding Comments
570
Note
571
References
571
Nonstimulant Psychotropic Medication: Desired and Adverse Cognitive Events
586
Adverse Events
586
Psychopharmacology with Children
588
Overview of Nonstimulant Psychotropic Drugs
588
Antipsychotic Medications
589
Antidepressants
593
Antimania Drugs
595
Antianxiety Drugs
596
Antiseizure Drugs
597
Antiparkinsonian Agents
597
Summary
597
References
597
Part 4: Special Topics in Clinical Child Neuropsychology
602
Child Clinical Neuropsychology of Drug AbuseSections of this chapter have been adapted and updated from, ‘‘Horton, A. M., Jr. (1996) Neuropsychology of drug abuse. In R. J. Sbordone and C. J. Long (Eds.) Ecological validity of neuropsychological testing (pp. 357-368) Delray Beach, Fla.: GR Press/St. Lucie Press.’’
603
Introduction
603
Overview
605
Brain Structures and Processes Underlying Addictive Behaviors
605
Psychoactive Substance Abuse Research Issues
611
Marijuana/Cannabis
613
Hallucinogens/LSD
614
Ecstasy
614
Opiates
614
Sedatives
615
Phencyclidine (PCP)
615
Cocaine
615
Stimulants
615
Inhalants/Solvents
616
Polydrug Abuse
616
Summary
616
References
617
Neuropsychological Aspects of Attention-Deficit Hyperactivity Disorder
620
Toward a Working Definition of ADHD
621
The Genetics and Etiology of ADHD
623
Developmental Course and Comorbidity
625
Neuropsychological Impairments in ADHD
627
Evaluation
628
Treatment
629
Summary
630
References
630
Neurobehavioral and Neurodevelopmental Sequelae Associated with Pediatric HIV Infection
637
Basic Concepts, Terminology, and Diagnostic Nomenclature
638
American and Global Pediatric HIV Epidemiology
640
Basic Virology and Immunology of HIV Infection in Children
641
Virology
642
Immunology
642
Neurological, Neuroimaging, and Neuropathological Findings in Pediatric HIV-1
643
Neurological Findings
643
Findings from Neuroimaging Studies
645
Neuropathological Features
646
Electrophysiological Findings
648
Findings from Other CNS Biological Correlates
648
Neurodevelopmental and Neurobehavioral Sequelae Associated Pediatric HIV-1 Infection
648
Emerging Neurodevelopment and Intellectual Functioning
649
Attention and Concentration
654
Memory
655
Expressive Language Functions and Auditory Processing
655
Motor Functioning and Processing Speed
656
Academic Achievement
657
Adaptive and Neurobehavioral Considerations
657
Neurodevelopment and Pharmacological Treatments
659
Diagnostic, Surveillance, and Rehabilitative Issues
661
Summary and Putative Directions for Future Research
662
References
664
Neuropsychological Sequelae of Chronic Medical Disorders in Children and Youth
672
Introduction
672
The Brain and CNS
673
Infections of the CNS
673
Periventricular Brain Injury (PVBI)
675
Human Immunodeficiency Virus (HIV)
676
Chronic Granulomatous Disease
677
Brain Tumors
677
Neuromuscular Diseases
678
Other CNS Disorders
679
Leukodystrophy
680
Blood and Circulatory System
680
Anemia
680
Polycythemia Vera
681
Excessive Increases or Decreases in Platelets
681
Leukemia
682
Endocrine System
683
Diabetes Mellitus
683
Kidney Disease
689
Cardiovascular System
690
CNS Effects
690
Cardiac Arrest
692
Congenital Heart Disease Surgery
692
Lymphatic and Connective Tissue Systems
692
Spleen
692
Lymph Vessels
692
Disorders of the Connective Tissue System
692
CNS Effects
693
CNS Effects of Liver Dysfunction
693
Respiratory System
694
Bronchial Asthma
694
Cystic Fibrosis
695
Sleep Apnea (Snoring)
696
Central Nervous System Infection
696
Childhood-Onset Schizophrenia
697
References
697
Coping and Adjustment of Children with Neurological Disorder
704
Introduction
704
General Systems and Developmental Models
705
Coping and Adjustment
706
Cautions
706
Societal Influence on Coping and Adjustment
707
Making Meaning of Neurological Disorder
708
Words, Words, Words-Hamlet, Act II, Scene ii
708
Facts Are the Enemy of Truth-Man of La Mancha
711
Defense or Coping?
711
Perception of Competence
712
Attributions
714
Issues in Psychotherapy
715
Psychosocial Adjustment
716
Psychiatric Symptomatology
717
Self-Concept and Self-Esteem
718
Socialization
718
Independence and Autonomy
719
Impact on the Family
720
Stages of Family Growth
720
Stages of Parental Adjustment
721
Parental Differences in Coping Style
722
Dyadic Relationships
723
Siblings
723
Discussion
724
References
724
Child Forensic Neuropsychology: A Scientific Approach
730
Child Forensic Neuropsychology: A Scientific Approach
730
The Scientist-Practitioner: Familiarity with the Scientific Research
734
Consideration of the Other Sides of the Coin
737
Malnutrition
739
Disease
739
Toxic Agents
739
Perinatal Injury
739
Intellectual-Social Stimulation
740
Within a Reasonable Degree of Neuropsychological Certainty
740
Causation
740
Prognosis
741
Concluding Remarks
741
References
742
Neuropsychology and Coma Management
745
Levels of Consciousness
745
Coma Assessment Measures
747
Coma/Near Coma Scale
748
Clinical Use of Medication in Disorders of Consciousness
750
Treatment Effects
752
Neuroimaging and Electrophysiological Techniques
753
Computed Tomography (CT)
753
Magnetic Resonance Imaging (MRI) and Functional MRI (fMRI)
753
Positron Emission Tomography (PET) and Functional PET (fPET)
753
Electroencephalography (EEG)
754
Evoked Potentials
754
Event-Related Potentials (ERPs)
754
Prognosis
755
Outcome Measures
757
Parent Education
758
Conclusion
759
Ethical Considerations
759
References
759
Neuropsychological Aspects of Pervasive Developmental and Autism Spectrum Disorders
764
Diagnostic Criteria
764
Differential Diagnosis
765
Asperger’s Disorder
765
Pervasive Developmental Disorder, Not Otherwise Specified
765
Rett Syndrome
766
Childhood Disintegrative Disorder
766
Neuropsychological Theories of Autism
766
The Limbic System Hypothesis
766
The Weak Central Coherence Hypothesis
767
Executive Function Hypothesis
767
Theory of Mind Hypothesis
768
Neuropsychological Profiles of Persons with Autism Spectrum Disorder
768
Language Domain
768
Intellectual Domain
769
Memory Domain
771
Attention Domain
772
Executive Function Domain
773
The Role of Lateralization in Autism
774
Neuropsychological Profiles of Persons with Other Pervasive Developmental Disorders
774
Asperger’s Disorder
774
Rett Syndrome
775
Childhood Disintegrative Disorder
775
Summary and Conclusion
776
References
776
Using the Planning, Attention, Simultaneous, Successive (PASS) Theory Within a Neuropsychological Context
781
Introduction
781
From Neuropsychology Theory to Assessment
781
Three Functional Units Described
782
Functional Units: Interactions and Influences
783
From the Three Functional Units to the PASS Theory
784
Operationalization and Application of the Theory
785
Validity
786
Relationship to Achievement
786
Relationship to Behavior
787
Fairness
787
Diagnostic Utility of PASS
788
Diagnostic Utility in Specific Populations
788
Reading Disability
789
Treatment Validity
790
PREP
790
Planning Strategy Instruction
791
Sample Cases
792
Case I: Ryan’s Problem with Planning
792
Case II: Jessica’s Problems with Simultaneous Processing
794
Conclusions
796
References
796
Index
799