Neuropsychological Evaluation of the Child

Neuropsychological Evaluation of the Child

Neuropsychological Evaluation of the Child

Neuropsychological Evaluation of the Child


'... well-organized and filled with practical information... The potential impact of this book on the field of child neuropsychology should not be underestimated. It provides the most comprehensive summary of child tests and normative data available to date and, as a bonus, describes best practices for child assessment in detail... The entire book is likely to become required reading for training in child neuropsychology.' -PsycCRITIQUES'... an excellently written book that is comprehensive, detailed, current, thoughtful, and an invaluable reference... a labor of love for Dr. Baron... sets the gold standard for clinically relevant manuals... should be on every clinical neuropsychologist's shelf... If you specialize in child/pediatric neuropsychology, purchase this text immediately...' -R W Butler, Journal of the International Neuropscyhological SocietyThis essential desk reference will meet the demand for a broad and convenient collection of normative data in child neuropsychology. In a clearly written, well-organized manner, it compiles published and previously unpublished normative data for the neuropsychological tests that are most commonly used with children. Far from being a raw collection, however, it integrates concepts and models central to the neuropsychological assessment of children into the discussions of data. All these discussions have a practical, clinical focus. As background, the author considers the current status of child neuropsychology practice, test models, behavioural assessment techniques, observational data, procedures to optimize child evaluation, communication of results through the interpretative session and report writing, and preliminary assessment methods. Then she reviews the tests and data under the broad domains of intelligence, executive function, attention, language, motor and sensory-perceptual function, visuoperceptual, visuospatial and visuoconstructional function, and learning and memory. Written by a seasoned practitioner, this book will be an extraordinary resource for child and developmental neuropsychologists, clinical psychologists, child neurologists, and their students and trainees.


This book had its genesis in the mounting frustration I share with many child neuropsychologists as we, individually, try to determine what tests are available for children of different chronological ages and what normative data can be responsibly applied. Scoring a child's test protocol often results in a cumbersome and time-consuming procedure that depends on a search for elusive data sets buried in diverse journals and texts. A compilation of normative data specific to children was sorely needed, although some authors had begun to include child data on selected tests, along with more comprehensive consideration of adolescent and adult results (Lezak, 1995; Spreen and Strauss, 1998; Mitrushina, Boone et al., 1999). Toward this end, I began to collate published data for individual tests for my own use, and this book took shape.

Test manuals and test batteries that contain large normative data sets already fill our bookshelves, our choices dependent on our theoretical bent and practical patient concerns. Several of these test instruments and batteries are briefly noted in this volume because of their inherent historical and practical interest to child neuropsychologists. My main focus, however, was directed to highlighting available individual data sets and with specifying their demographic information when available.

Along with the major purpose of compiling available child normative data in one reference book, additional goals evolved in the course of its writing. These included drawing attention to the often-deficient state of child normative data and the imperative need for well-executed normative studies across populations, ages, cultural groups, and gender. I hope that the reader's awareness of the range of available tests will increase and that some will undertake empirical study of the applicability of specific tests with both normal children and clinical populations.

In compiling these data, it quickly became evident that there also existed research results that were relevant but unpublished for a variety of reasons. Some of these were collected for regional use and published locally, such as those graciously offered for inclusion in this volume by Vicki Anderson, Genevieve Lajoie, and Richard Bell (Anderson, Lajoie et al., 1995). The existence of unpublished meta-

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