Handbook of Clinical Child Neuropsychology

Contributors

Preface to the Third Edition

Contents

Part 1: Foundations and Current Issues

Development of Neuropsychology as a Professional Psychological Specialty: History, Training, and Credentialing

Background

Assessment Approaches

Professional Context of Child Neuropsychology

Levels of Inference

Credentialing of Psychologists

Definition of a Clinical Neuropsychologist

General Issues in Child Clinical Training

Focus on Training in Clinical Child Neuropsychology

Professional Context of Clinical Child Neuropsychology

Professional Relationships

Appendix

Guidelines for Doctoral Training Programs in Clinical Neuropsychology

Guidelines for Neuropsychology Internships in Clinical Neuropsychology

Experiences to Be Provided

Didactic Training

Experiential Training

Exit Criteria

Guidelines for Postdoctoral Training in Clinical Neuropsychology

Entry Criteria

General Considerations

Specific Considerations

Didactic Training

Experiential Training

Exit Criteria

Additional Sources

References

Development of the Child’s Brain and Behavior

Introduction

Anatomical Development of the Child’s Brain

Neural Generation

Cell Migration

Axonal Development

Dendritic Development

Synaptic Development

Glial Development

Myelin Development

Neurochemical Development

Postnatal Brain Development

Cell Death

Imaging Studies of Brain Development

Cortical Function at Birth

Abnormal Development of the Child’s Brain

Abnormal Neural Structure

Injury and Brain Development

Behavioral Correlates of Brain Development

Motor Systems

Language Development

Cerebral Asymmetry

Development of Problem-Solving Ability

Development of Neuropsychological Test Performance

Frontal Lobe Tests

Abnormal Brain Development and Behavior

Early Brain Injury and Behavior

Conclusion

References

Development of Cerebral Lateralization in Children

Lateral Asymmetry as a Pervasive Design Characteristic in Nature and the World

The Normative Adult Endpoint of Hemisphere Specialization

Development of Hemisphere Specialization: Competing Hypotheses

The Origin of Bisymmetry

Asymmetry (Somatic)

Asymmetry (Neural)

Morphological Asymmetries in the Human

Peripheral Laterality

Infant Central Laterality

Emergence of Hand Preference in Children

Development of Central Laterality in Childhood

Lateralization Probed by Lateral Cerebral Damage

Lateralization in Developmental Deficit

Introduction

Hand Preference in Developmental Disabilities

Central Laterality in Developmental Deficits

References

Development of Higher Brain Functions: Birth Through Adolescence

Introduction

Development of the Human CNS

Morphology

Neuroembryonic Structure Formation

Basal Ganglia

Ventricle Formation and CSF

Spinal Cord Formation, Alar and Basal Plates

Hippocampi

Cellular Differentiation of the Nervous System

Sex Differences in Brain Structure

Fetal Sex Steroid Hormones and Neural Development

Summary

Factors Affecting Normal Brain Development and Higher Cortical Functions

General Factors Involved in Human Brain Growth

Mass Growth of the Brain

White Matter Development

Cortical Development and Timing: A Link to IQ

Intelligence, IQ, Spearman’s ‘‘g’’ and Cortical Development

Frontal Lobes and Executive Processes

Sensorimotor Functions and the Appearance of Neurological Reflexes

Prematurity and Low Birth Weight

Frontal Lobe Maturation

Nutrition and Malnutrition

Cerebral Oxygen Consumption and Blood Flow

EEG Development

Speech and Oral Communication Development

Acculturation Processes

Postnatal Perceptual, Cognitive, and Motor Development

Memory

Symbolization and Early Cognitive Development

Mirror Neurons (MN)

Williams-Beuren Syndrome (WS)

Brain Maturation in Early and Late Cognitive Development

Adolescents: Brain and Behavior Development

Autistic Spectrum and Asperger Syndrome

Brain Changes and Reading

Cerebral Asymmetry and Cerebral Lateralization

New Brain Imaging Techniques for Studying Normal Brain Development and its Functions

Neuroimaging and Other Research Methods

MRI

Magnetic Resonance (MR) and Fluid-Attenuated Inversion Recovery (FLAIR) Imaging of the Normal, Healthy Brains

EPI

PETT

Magnetic Resonance Spectroscopy (MRS)

MSI

MegEEG

Research Designs and Methodologies

Conclusion

References

Neuropsychology of Child Psychopathology

Introduction

Foundations: Review of Early Studies

Psychiatric Sequelae of Childhood Brain Dysfunction

Prevalence of Brain Dysfunction Among Children with Psychiatric Disorders

Conceptual Issues

Findings in Selected Categories of Child Psychopathology

Autistic Disorder

Attention-Deficit/Hyperactivity Disorder (ADHD)

Conduct Disorders

Affective Disorders

Anxiety Disorders

Childhood Schizophrenia

Implications for Research and Practice

References

Neurodevelopmental Malformations: Etiology and Clinical Manifestations

Abnormalities in the Bulk Growth of the Brain

Micrencephaly

Megalencephaly

Dysplasias of the Cerebral Hemispheres

Holoprosencephaly

Agenesis of the Corpus Callosum

Malformations of the Cerebral Cortex

Agyria (Lissencephaly) and Pachygyria

Focal Dysplasia/Heterotopia

Polymicrogyria

Hydrocephalus and Associated Malformations

Hydrocephalus

Dandy-Walker Malformation

Arnold-Chiari Malformation

Stenosis of the Aqueduct of Sylvius

Abnormalities of the Neural Tube and Fusion Deficits

Spina Bifida

Cranium Bifidum and Encephalocele

Anencephaly

Hydranencephaly

Porencephaly

Conclusions

References

Pediatric Brain Injury: Mechanisms and Amelioration

Epidemiological Mechanisms

Physiological Mechanisms

Psychological Mechanisms

Neuropsychological/Neurodevelopmental Assessment

School-Related Issues

Physical Sequelae

References

Neuropsychological Basis of Learning Disabilities

The Concept of Learning Disabilities

Prevalence of Learning Disabilities

Etiology and Genetics of Learning Disabilities

Subtyping Learning Disabilities

A Neuropsychological Model to Assess Learning Disability

Evaluating Learning Disability in the Context of a Comprehensive Neuropsychological Evaluation

Interventions for Learning Disabilities

Summary

References

Measurement and Statistical Problems in Neuropsychological Assessment of Children

Normative Data and Standardization Samples

Gutkin and Reynolds’s (1980) Norming of the Selz and Reitan Index of Neurological Dysfunction

Reliability of Neuropsychological Measures

Variance Definitions of Reliability and Validity

Calculating and Reporting Reliability

Scaling Problems in Neuropsychological Testing

RL and RA

RQ

Ratios and Quotients

Standard or Scaled Scores

Differential Diagnosis: Determining Membership in Clinical Populations

Some Statistical Considerations

The Willson and Reynolds Examples of Classification Problems

Profile Reliability

Sensitivity, Specificity, Diagnostic Accuracy, and Positive/Negative Predictive Value

Summary

References

Models of Inference in Evaluating Brain-Behavior Relationships in Children

Introduction

Basic Issues of Clinical Inference

Clinical-Inferential Methods

Levels of Inference

Fundamentals of Hypothesis Formation: The Logic of Strong Inference

Clinical Judgment in Neuropsychology

Summary of Basic Issues

Models of Inference in Child Neuropsychology

The Inferential Context of Child Neuropsychology

Assessment Methods in Child Neuropsychology

Quantitative Inferences in Child Neuropsychology

Qualitative Inferences in Child Neuropsychology

Inferential Fallacies in Child Neuropsychology

Summary

References

Part 2: Neuropsychological Diagnosis

Halstead-Reitan Neuropsychological Test Batteries for Children

Validation Studies

Subtests from the Halstead-Reitan Neuropsychological Test Battery for Children Ages 9-14

Category Test

Tactual Performance Test

Finger Tapping Test

Speech Sounds Perception Test

Seashore Rhythm Test

Trails A and B

Strength of Grip Test

Sensory-Perceptual Exam

Finger Localization Test

Fingertip Number Writing Test

Tactile Form Recognition Test

Aphasia Screening Test

Ordering Information

Subtests from the Reitan-Indiana Neuropsychological Test Battery for Children 5-8

Category Test

Tactual Performance Test

Finger Tapping Test

Speech Sounds Perception Test, Seashore Rhythm Test, Trails A and B

Marching Test

Strength of Grip

Sensory-Perceptual Exam (SPE)

Aphasia Screening Test

Color Form Test

Progressive Figures Test

Matching Pictures Test

Target Test

Matching Figures and Matching V’s Test

Drawing of Star and Concentric Squares

Ordering Information

Normative Analysis of Halstead-Reitan Neuropsychological Test for Children

Interpretation of Children’s Performance on Neuropsychological Batteries

Level of Performance

Pathognomonic Signs

Patterns of Performance

Comparison of Right and Left Body Sides

Multiple Inferential Approach

Rules Approach

Neuropsychological Deficit Scale

Biobehavioral Approach

Pragmatic Approach

Applications

Summary

References

The Nebraska Neuropsychological Children’s Battery

Development of the Battery

Description of the Battery

Interpretation

Levels of Interpretation

Identifying Brain Damage

Use of the Critical Level

Interpreting Scale Patterns

Factors Affecting Scale Interpretation

Developmental Issues in Interpretation

Clinical Scales

Qualitative Analysis

Personality

Prior History

Updated Approach to Qualitative Scoring

Interpretation

Conclusions

References

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.

Overview

History

Theoretical Framework

Research with Pediatric Samples

Test Overview

Psychometric Properties

Standardization

Reliability

Validity

Correlations with Other Measures of Intelligence

Demographic Group Differences

Performance of Clinical Groups

Administration

Interpretation

Conclusions

Strengths

Weaknesses

References

Clinical Neuropsychological Assessment with the Test of Memory and Learning, Second Edition

Basic Neurobiology of Memory

TOMAL-2

TOMAL-2 Subtests

Standardization

Reliability

Validity

Factor Structure of the TOMAL-2

Cross-Ethnic Stability of Factor Indexes

Forward Versus Backward Recall

Delayed Recall

Ethnic Differences in Mean Levels of Performance

Interpretive Strategies

Brief Case Examples

Conclusion

References

Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests

Why Consider a Neuropsychological Perspective?

Approaches to Neuropsychological Assessment

Quantitative Standardized Approaches

Qualitative Clinical Approaches

An Integrative Flexible Battery Model

Basic Assumptions

The Flexible Battery Approach

Areas the Evaluation Should Encompass

The Evaluation-Intervention Link

Interview and Generation of Assessment Plan

Developmental History

Perceptual/Sensory and Motor Functions

Perceptual/Sensory Functions

Motor Functions

Cognitive/Intellectual Functioning

Academic Achievement

Communication/Language Skills

Attention/Learning/Processing

Personality Variables

Conclusions

References

Assessment of Behavior and Personality in the Neuropsychological Diagnosis of Children

Neuropsychology of Emotions

Childhood Psychopathology from a Neuropsychological-Neuropsychiatric View

The Role and Development of Frontal Lobes in Children

Evidence from Childhood Psychopathology

Evidence from TBI

The Role of the Right and Left Hemispheres

Externalizing Disorders of Childhood

ADHD

Neuropsychology of ADHD

Conduct Disorder

Internalizing Disorders of Childhood

Childhood Depression

Childhood Anxiety

Conclusions

Specific Assessment Methods

Parent Rating Scales

Behavior Assessment System for Children-Second Edition Parent Rating Scales (BASC-2-PRS) (Reynolds & Kamphaus, 2004)

Conners’ Parent Rating Scale-Revised (CPRS-R) (Conners, 1997)

Teacher Ratings

Behavior Assessment System for Children-Second Edition Teacher Rating Scales (BASC-2-TRS) (Reynolds & Kamphaus, 2004)

Conners’ Teacher Rating Scales-Revised (CTRS-R) (Conners, 1997)

Teacher’s Report Form (TRF; Achenbach & Rescorla, 2001) and Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000)

Student Behavior Survey (SBS)(Lachar, Wingenfeld, Kline, & Gruber, 2000)

Devereux Behavior Rating Scale-School Form (DBRS-SF) (Naglieri et al., 1993)

Conclusions Regarding Parent and Teacher Rating Scales

Integrating Psychological-Behavioral Assessment Findings into Neuropsychological Evaluation Results

Identify Neuropsychological Assets and Deficits

Identify Comorbid Disorders

Identify the Developmental Course of the Disorder

Identify Child Competencies

Identify Ecological Factors

References

Psychophysiological Evaluation of Neuropsychological Disorders in Children

Introduction

Developmental Learning Disorders

Attention-Deficit/Hyperactivity Disorder (AD/HD)

Childhood Autism

Conclusion

References

The Assessment of the Hispanic Child

The Assessment of the Hispanic Child

A Brief Look at Current and Future Statistics on Hispanics

Race, Ethnicity, Culture, and the Assessment of the Hispanic Child

Ethical Issues and the Assessment of the Hispanic Child

Neuropsychological Assessment of the Hispanic Child: Special Topics

Education

Poverty/SES

Literacy

Occupational Status

Housing

Health

Perceptions and Bias

Acculturation

Language

Genetics: A Bridge Eliminating the Chasm Between Culture and Brain

The Assessment of Hispanic Children: Pragmatic Assessment Issues

Cultural Competency

Multicultural Diagnostic Considerations During Neuropsychological Assessment

Conclusions

References

Part 3: Techniques of Intervention

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.

Theoretical Orientations for the Study of Childhood Disorders

Neuropsychological Component

Behavioral Component

Psychosocial and Cognitive Components

A Transactional Neuropsychological Paradigm for the Assessment and Treatment of Childhood Disorders

Models Linking Assessment to Interventions

Multistage Neuropsychological Model

Developmental Neuropsychological Remediation/Rehabilitation Model

The Reitan Evaluation of Hemispheric Abilities and Brain Improvement Training (REHABIT)

Phenomenological Model for Educational Interventions

Neuropsychological Orientations for Remediation

Attacking Neurocognitive Deficits

Teaching to Neurocognitive Strengths

Combined Treatment Programs

Disorders of Childhood: Implications for Remediation

Reading Disabilities: Phonological Core Deficits

Intervention Strategies

Nonverbal Learning Disabilities

Intervention Strategies

Attention-Deficit Hyperactivity Disorder

Intervention Strategies

Pervasive Developmental Disorders

Intervention Strategies

Seizure Disorders

Intervention Strategies

Traumatic Brain Injury

Intervention Strategies

Brain Tumors

Intervention Strategies

Interventions for Associated Cognitive-Academic, Psychosocial, Executive Function, and Attentional Problems

Strategies for Cognitive and Academic Difficulties

Strategies for Reading Disorders

Phonological Awareness Training

Comprehension Strategies

Computer and Speech Feedback

Whole Language Programs

Strategies for Written Language Disorders

Strategies for Math Disorders

Strategies for Deficits in Executive Functions: Planning and Organizational Skills

Strategies for Social Skills Deficits

Classroom and Behavior Management Strategies

Self-Management/Self-Control Techniques

Home-Based Contingencies

Peer Tutoring

Psychopharmacological Interventions

Specific Classes of Medication

Monitoring Medication

Pharmacological/Behavioral Interventions

Home-School-Physician Partnerships

Summary and Conclusions

References

Brain Injury Rehabilitation of Children and Youth: Neurodevelopmental Perspectives

Introduction

Historical Development of Clinical Neuropsychology and Brain Injury

Neuropsychology and Rehabilitation

Biomedical Versus Service Neuropsychological Delivery Paradigms

Models of Program Service Delivery

Psychosocial Aspects of Holistic Programs

Pediatric Versus Adult Programming for Individuals with Brain Injury

Age of Injury

Assessment

Developmental Stage

Stage of Recovery

Modalities of Treatment

Family Involvement

Reentry Issues

Program Evaluation

Outcome Measurement

The Pediatric Rehabilitation Milieu

Interdisciplinary Versus Multidisciplinary Rehabilitation Treatment Teams

The Neurodevelopmental Model of Pediatric Brain Injury Rehabilitation

Stage 1: Engagement

Stage 2: Awareness

Stage 3: Mastery

Stage 4: Control

Stage 5: Acceptance

Stage 6: Identity

Family-Centered Treatment in the Community

Summary and Conclusions

References

The Neuropsychology of Pediatric Epilepsy and Antiepileptic Drugs

Epilepsy and Cognitive Processes

Epilepsy and General Intelligence

Neuropsychological Model of Brain Functioning

Effects of Epilepsy on Specific Cognitive Processes

Sensory Input

Attention and Concentration

Learning and Memory

Language Skills

Perceptual-Motor Skills

Executive Functions

Motor Output

Neural Factors Underlying Cognitive Deficits

Etiology of the Seizure Disorder

Seizure Type and Frequency

Age at Onset and Duration of Disorder

Intellectual and Cognitive Effects of AEDs

Phenobarbital

Primidone

Phenytoin

Ethosuximide

Valproic Acid (Sodium Valproate)

Carbamazepine

Felbamate

Gabapentin

Lamotrigine

Vigabatrin

Nonmedication Alternative Treatments

Surgical Treatment

Behavioral Treatment

Dietary Treatment

References

Neuropsychological Effects of Stimulant Medication on Children’s Learning and Behavior

Historical Overview and Evolving Research

Prevalence

Pharmacology

Action Mechanism

Types of Stimulants

Methylphenidate (MPH)

Dextroamphetamine

Amphetamine (d- and 1-Amphetamine Racemic Mixture)

Pemoline

Other Stimulant Agents

Comparative Clinical Trials

Administration and Dose Response

Attention-Deficit Hyperactivity Disorder

Learning Disabilities

Conduct Disorders

Mental Retardation

Acquired Neurological Conditions

Tourette’s Syndrome

Depression in Medically Ill Groups

Developmental Issues

Preschoolers

Adolescents

Adults

Issues of Assessment

Physiological Correlates

Learning

Behavioral Correlates

Psychological Testing

Limitations of Stimulants

Iatrogenic and Emanative Effects

Psychosocial Attitudes and Beliefs About Medication

Long-Term Outcome of Children Treated with Stimulants

Growth Suppression

Cardiac System

Addiction

Multimodal Therapies

Training Issues

Concluding Comments

Note

References

Nonstimulant Psychotropic Medication: Desired and Adverse Cognitive Events

Adverse Events

Psychopharmacology with Children

Overview of Nonstimulant Psychotropic Drugs

Antipsychotic Medications

Antidepressants

Antimania Drugs

Antianxiety Drugs

Antiseizure Drugs

Antiparkinsonian Agents

Summary

References

Part 4: Special Topics in Clinical Child Neuropsychology

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.’’

Introduction

Overview

Brain Structures and Processes Underlying Addictive Behaviors

Psychoactive Substance Abuse Research Issues

Marijuana/Cannabis

Hallucinogens/LSD

Ecstasy

Opiates

Sedatives

Phencyclidine (PCP)

Cocaine

Stimulants

Inhalants/Solvents

Polydrug Abuse

Summary

References

Neuropsychological Aspects of Attention-Deficit Hyperactivity Disorder

Toward a Working Definition of ADHD

The Genetics and Etiology of ADHD

Developmental Course and Comorbidity

Neuropsychological Impairments in ADHD

Evaluation

Treatment

Summary

References

Neurobehavioral and Neurodevelopmental Sequelae Associated with Pediatric HIV Infection

Basic Concepts, Terminology, and Diagnostic Nomenclature

American and Global Pediatric HIV Epidemiology

Basic Virology and Immunology of HIV Infection in Children

Virology

Immunology

Neurological, Neuroimaging, and Neuropathological Findings in Pediatric HIV-1

Neurological Findings

Findings from Neuroimaging Studies

Neuropathological Features

Electrophysiological Findings

Findings from Other CNS Biological Correlates

Neurodevelopmental and Neurobehavioral Sequelae Associated Pediatric HIV-1 Infection

Emerging Neurodevelopment and Intellectual Functioning

Attention and Concentration

Memory

Expressive Language Functions and Auditory Processing

Motor Functioning and Processing Speed

Academic Achievement

Adaptive and Neurobehavioral Considerations

Neurodevelopment and Pharmacological Treatments

Diagnostic, Surveillance, and Rehabilitative Issues

Summary and Putative Directions for Future Research

References

Neuropsychological Sequelae of Chronic Medical Disorders in Children and Youth

Introduction

The Brain and CNS

Infections of the CNS

Periventricular Brain Injury (PVBI)

Human Immunodeficiency Virus (HIV)

Chronic Granulomatous Disease

Brain Tumors

Neuromuscular Diseases

Other CNS Disorders

Leukodystrophy

Blood and Circulatory System

Anemia

Polycythemia Vera

Excessive Increases or Decreases in Platelets

Leukemia

Endocrine System

Diabetes Mellitus

Kidney Disease

Cardiovascular System

CNS Effects

Cardiac Arrest

Congenital Heart Disease Surgery

Lymphatic and Connective Tissue Systems

Spleen

Lymph Vessels

Disorders of the Connective Tissue System

CNS Effects

CNS Effects of Liver Dysfunction

Respiratory System

Bronchial Asthma

Cystic Fibrosis

Sleep Apnea (Snoring)

Central Nervous System Infection

Childhood-Onset Schizophrenia

References

Coping and Adjustment of Children with Neurological Disorder

Introduction

General Systems and Developmental Models

Coping and Adjustment

Cautions

Societal Influence on Coping and Adjustment

Making Meaning of Neurological Disorder

Words, Words, Words-Hamlet, Act II, Scene ii

Facts Are the Enemy of Truth-Man of La Mancha

Defense or Coping?

Perception of Competence

Attributions

Issues in Psychotherapy

Psychosocial Adjustment

Psychiatric Symptomatology

Self-Concept and Self-Esteem

Socialization

Independence and Autonomy

Impact on the Family

Stages of Family Growth

Stages of Parental Adjustment

Parental Differences in Coping Style

Dyadic Relationships

Siblings

Discussion

References

Child Forensic Neuropsychology: A Scientific Approach

Child Forensic Neuropsychology: A Scientific Approach

The Scientist-Practitioner: Familiarity with the Scientific Research

Consideration of the Other Sides of the Coin

Malnutrition

Disease

Toxic Agents

Perinatal Injury

Intellectual-Social Stimulation

Within a Reasonable Degree of Neuropsychological Certainty

Causation

Prognosis

Concluding Remarks

References

Neuropsychology and Coma Management

Levels of Consciousness

Coma Assessment Measures

Coma/Near Coma Scale

Clinical Use of Medication in Disorders of Consciousness

Treatment Effects

Neuroimaging and Electrophysiological Techniques

Computed Tomography (CT)

Magnetic Resonance Imaging (MRI) and Functional MRI (fMRI)

Positron Emission Tomography (PET) and Functional PET (fPET)

Electroencephalography (EEG)

Evoked Potentials

Event-Related Potentials (ERPs)

Prognosis

Outcome Measures

Parent Education

Conclusion

Ethical Considerations

References

Neuropsychological Aspects of Pervasive Developmental and Autism Spectrum Disorders

Diagnostic Criteria

Differential Diagnosis

Asperger’s Disorder

Pervasive Developmental Disorder, Not Otherwise Specified

Rett Syndrome

Childhood Disintegrative Disorder

Neuropsychological Theories of Autism

The Limbic System Hypothesis

The Weak Central Coherence Hypothesis

Executive Function Hypothesis

Theory of Mind Hypothesis

Neuropsychological Profiles of Persons with Autism Spectrum Disorder

Language Domain

Intellectual Domain

Memory Domain

Attention Domain

Executive Function Domain

The Role of Lateralization in Autism

Neuropsychological Profiles of Persons with Other Pervasive Developmental Disorders

Asperger’s Disorder

Rett Syndrome

Childhood Disintegrative Disorder

Summary and Conclusion

References

Using the Planning, Attention, Simultaneous, Successive (PASS) Theory Within a Neuropsychological Context

Introduction

From Neuropsychology Theory to Assessment

Three Functional Units Described

Functional Units: Interactions and Influences

From the Three Functional Units to the PASS Theory

Operationalization and Application of the Theory

Validity

Relationship to Achievement

Relationship to Behavior

Fairness

Diagnostic Utility of PASS

Diagnostic Utility in Specific Populations

Reading Disability

Treatment Validity

PREP

Planning Strategy Instruction

Sample Cases

Case I: Ryan’s Problem with Planning

Case II: Jessica’s Problems with Simultaneous Processing

Conclusions

References

Index