From Assessment to Treatment

Linkage to Interventions with Children
  • G. Reid Lyon
  • Louisa Moats
  • Jane M. Flynn
Chapter
Part of the Critical Issues in Neuropsychology book series (CINP)

Abstract

Within the past decade, child clinical neuropsychologists have been called upon increasingly to make relevant and informed recommendations for the treatment of both documented (i.e., traumatic head injury) and putative (i.e., learning disabilities) neurologically based developmental disorders. This increase in requests for specific therapeutic recommendations reflects a change in how the role of the child clinical neuropsychologist is perceived and, in particular, how the data obtained from neuropsychological assessments are used.

Keywords

Neuropsychological Assessment Reading Disability Dyslexic Child Oral Reading Percentile Rank 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alfano, D. P., & Finlayson, M. A. J. (1987). Clinical neuropsychology in rehabilitation. Clinical Neuropsychologist, 1, 105–123.CrossRefGoogle Scholar
  2. Ayres, R. R., & Cooley, E. J. (1986). Sequential versus simultaneous processing on the K-ABC: Validity in predicting learning success. Journal of Psychoeducational Assessment, 4, 211–220.CrossRefGoogle Scholar
  3. Bakker, D. (1983). Hemispheric specialization and specific reading retardation. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 203–232). New York: Guilford Press.Google Scholar
  4. Bakker, D., & Vinke, J. (1985). Effects of hemisphere specific stimulation on brain activity and reading in dyslexics. Journal of Clinical and Experimental Neuropsychology, 7, 505–525.PubMedCrossRefGoogle Scholar
  5. Bakker, D. J., Moerland, R., GoeKoop-Hoefkens, M. (1981). Affects of hemisphere-specific stimulation on the reading performance of dyslexic boys: A pilot study. Journal of Clinical Neuropsychology 3, 155–159.PubMedCrossRefGoogle Scholar
  6. Beaumont, J. G. (1983). Introduction to neuropsychology. New York: Guilford Press.Google Scholar
  7. Benson, D. F., & Geschwind, N. (1975). The alexias. In D. J. Vinkis & G. W. Bruyn (Eds.), Handbook of clinical neurology (Vol. 4). New York: American Elsevier.Google Scholar
  8. Boder, E. (1971). Developmental dyslexia: Prevailing diagnostic concepts and a new diagnostic approach. In H. Mykelbust (Ed.), Progress in learning disabilities (Vol. 2). New York: Grune and Stratton.Google Scholar
  9. Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663–687.PubMedCrossRefGoogle Scholar
  10. Boder, E. D., & Jarrico, S. (1982). The Boder Test of Reading-Spelling Patterns. A diagnostic screening test for subtypes of reading disability. Orlando, FL: Grune and Stratton.Google Scholar
  11. Boll, T. J. (1981). The Halstead-Reitan Neuropsychological Test Battery. In S. B. Filskov & T. J. Boll (Eds.), Handbook of clinical neuropsychology (pp. 577–607). New York: Wiley.Google Scholar
  12. Boll, T. J., & Reitan, R. M. (1972). Comparative ability interrelationships in normal and braindamaged children. Journal of Clinical Psychology, 28, 152–156.PubMedCrossRefGoogle Scholar
  13. Bornstein, R. A., King, G., & Carroll, A. (1983). Neuropsychological abnormalities in Gilles de la Tourette’s syndrome. Journal of Nervous and MentaJ Disease, 171, 497–502.CrossRefGoogle Scholar
  14. Brown, A. L., & Campione, J. C. (1986). Psychological theory and the study of learning disabilities. American Psychologist, 14, 1059–1068.CrossRefGoogle Scholar
  15. Chall, J. S., & Mirsky, A. F. (1978). The implications for education. In J. S. Chall & A. F. Mirsky (Eds.), Education and the brain: The seventy-seventh yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.Google Scholar
  16. Cook, L. (1981). Misspelling analysis in dyslexia. Observation of developmental strategy shifts. Bulletin of the Orton Society, 31, 123–134.CrossRefGoogle Scholar
  17. Craig, D. L. (1979). Neuropsychological assessment in public psychiatric hospitals: The current state of practice. Clinical Neuropsychology, 1, 1–7.CrossRefGoogle Scholar
  18. Dawson, G. (1983). Lateralized brain dysfunction in autism: Evidence from the Halstead-Reitan Neuropsychological Battery. Journal of Autism and Developmental Disorders, 13, 269–286.PubMedCrossRefGoogle Scholar
  19. Diller, L., & Gordon, W. A. (1981a). Intervention for cognitive deficits in brain-injured adults. Journal of Consulting and Clinical Psychology, 49, 822–839.PubMedCrossRefGoogle Scholar
  20. Diller, L., & Gordon, W. A. (1981b). Rehabilitation and clinical neuropsychology. In S. B. Filskov & T. J. Boll (Eds.), Handbook of clinical neuropsychology (pp. 702–7330). New York: Wiley.Google Scholar
  21. Diller, L., & Weinberg, J. (1977). Hemi-inattention in rehabilitation: The evolution of a rational remediation program. In E. A. Weinstein & R. P. Friedland (Eds.), Advances in neurology (Vol 18, pp. 62–82). New York: Raven Press.Google Scholar
  22. Dunleavy, R. A., & Baade, L. A. (1980). Neuropsychological correlates of severe asthma in children 9–14 years old. Journal of Consulting and Clinical Psychology, 48, 564–577.CrossRefGoogle Scholar
  23. Finlayson, M. A. J., Gowland, C., & Basmajian, J. V. (1986). Neuropsychological predictors of treatment response following stroke. Journal of Clinical and Experimental Neuropsychology, 7, 647. (Abstract)Google Scholar
  24. Finlayson, M. A. J., Johnson, K. A., & Reitan, R. M. (1977). Relationship of level of education to neuropsychological measures in brain-damaged and non brain-damaged adults. Jour-nal of Consulting and Clinical Psychology, 45, 536–542.CrossRefGoogle Scholar
  25. Flynn, J. (1987). NeurophysioJogic characteristics of dyslexic subtypes and response to remediation. Grant awarded by the Initial Teaching Alphabet Foundation, Roslyn, New York.Google Scholar
  26. Flynn, J. & Deering, W. (1987). Subtypes of dys Jexia: Investigation of Boder’s system for identification and classification of dys Jexic children using quantitative neurophysiology. Manuscript submitted for publication.Google Scholar
  27. Gaddes, W. H. (1980). Learning disabilities and brain function: A neuropsychological approach. New York: Springer-Verlag.CrossRefGoogle Scholar
  28. Geary, D. C., & Gilger, J. W. (1984). The Luria-Nebraska Neuropsychological Battery-Children’s Revision: Comparison of learning disabled and normal children matched on Full Scale IQ. Perceptual and Motor Skills, 58, 115–118.PubMedCrossRefGoogle Scholar
  29. Golden, C. J., Hammeke, T., & Purisch, H. (1978). Diagnostic validity of a standardized neuropsychological battery derived from Luria’s neuropsychological tests. Journal of Consulting and Clinical Psychology, 46, 1258–1265.PubMedCrossRefGoogle Scholar
  30. Gunnison, J. A. (1984). Developing educational intervention from assessments involving the K-ABC. Journal of Special Education, 18, 325–344.CrossRefGoogle Scholar
  31. Haasbauer-Krupa, J., Henry, K., Szekeres, S. & Ylvisaker, M. (1985). Cognitive rehabilitation therapy, late stages of recovery. In M. Ylvisaker (Ed.), Head injury rehabilitation: Children and adolescents. San Diego: College Hill Press.Google Scholar
  32. Hartlage, L. C., & Hartlage, P. L. (1977). Application of neuropsychological principles in the diagnosis of learning disabilities. In L. Tarnapol & M. Tarnapol (Eds.), Brain function and reading disabilities. Baltimore: University Park Press.Google Scholar
  33. Hartlage, L. C., & Telzrow, K. F. (1983). The neuropsychological basis of educational intervention. Journal of Learning Disabilities, 16, 521–526.PubMedCrossRefGoogle Scholar
  34. Herman, B. P. (1982). Neuropsychological function and psychopathology in children with epilepsy. Epilepsia, 23, 545–554.CrossRefGoogle Scholar
  35. Hynd, C. R. (1986). Educational intervention in children with developmental learning disorders. In J. E. Obrzut & G. W. Hynd (Eds.), Child neuropsychology (Vol. 2, pp. 265–297). Orlando, FL: Academic Press.Google Scholar
  36. Hynd, G., & Hynd, C. (1984). Dyslexia: Neuroanatomical/neurolinguistic perspectives. Reading Research Quarterly, 29, 482–498.CrossRefGoogle Scholar
  37. Hynd, G. W., & Obrzut, J. E. (1986). Clinical child neuropsychology: Issues and perspectives. In J. E. Obrzut & G. W. Hynd (Eds.), Child neuropsychology (Vol. 2, pp. 3–14). Orlando, FL: Academic Press.Google Scholar
  38. Johnson, D. J., & Mykelbust, H. R. (1967). Learning disabilities: Educational principles and practices. New York: Grune and Stratton.Google Scholar
  39. Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman Assessment Battery for Children: Interpretive manual. Circle Pines, MN: American Guidance Service.Google Scholar
  40. Luria, A. R. (1963). Restoration of function after brain injury. New York: Macmillan.Google Scholar
  41. Luria, A. R. (1966). Higher cortical functions in man. New York: Basic Books.Google Scholar
  42. Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.Google Scholar
  43. Luria, A. R. (1980). Higher cortical functions in man, (2nd ed). New York: Basic Books.CrossRefGoogle Scholar
  44. Luria, A. R., & Tzetkova, L. S. (1968). The re-education of brain-damaged patients and its psychopedagogical application. In J. Hellmuth (Ed.), Learning disorders (pp. 139–154). Seattle: Special Child Publications.Google Scholar
  45. Lyon, G. R. (1983). Subgroups of learning disabled readers: Clinical and empirical identification. In H. R. Mykelbust (Ed.), Progress in learning disabilities (Vol. 5, pp. 103–134). New York: Grune and Stratton.Google Scholar
  46. Lyon, G. R. (1985a). Educational validation of learning disability subtypes: In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 228–256). New York: Guilford Press.Google Scholar
  47. Lyon, G. R. (1985b). Identification and remediation of learning disability subtypes: Preliminary findings. Learning Disabilities Focus, 1, 21–35.Google Scholar
  48. Lyon, G. R. (1987). Learning disabilities research: False starts and broken promises. In S. Vaughn & C. Bos (Eds.), Research in learning disabilities: Issues and future directions (pp. 69–85). San Diego: College Hill Press.Google Scholar
  49. Lyon, G. R., & Moats, L. C. (in press). Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology.Google Scholar
  50. Lyon, G. R., Rietta, S., Watson, B., Porch, B., & Rhodes, J. (1981). Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers. Journal of School Psychology, 19, 152–166.CrossRefGoogle Scholar
  51. Lyon, G. R., & Risucci, D. (1988). Classification issues in learning disabilities. In K. A. Kavale (Ed.), Learning disabilities: State of the art and practice. San Diego: College Hill Press.Google Scholar
  52. Lyon, G. R., Stewart, N., & Freedman, D. (1982). Neuropsychological characteristics of empirically derived subgroups of learning disabled readers. Journal of Clinical Neuropsychology, 4, 343–365.PubMedCrossRefGoogle Scholar
  53. Lyon, G. R., & Toomey, F. (1985). Neurological, neuropsychological, and cognitive-developmental approaches to learning disabilities. Topics in Learning Disabilities, 2, 1–15.Google Scholar
  54. Lyon, G. R., & Watson, B. (1981). Empirically derived subgroups of learning disabled readers: Diagnostic characteristics. Journal of Learning Disabilities, 14, 256–261.PubMedCrossRefGoogle Scholar
  55. Mann, L. (1979). On the trail of process. New York: Grune and Stratton.Google Scholar
  56. Mann, L., & Sabatino, D. A. (1985). Foundations of cognitive process in remedial and special education. Rockville, MD: Aspen.Google Scholar
  57. Mattis, S., French, J., & Rapin, I. (1975). Dyslexia in children and young adults. Three independent neuropsychological syndromes. Developmental Medicine and Child Neurology, 17, 150–163.PubMedCrossRefGoogle Scholar
  58. Moats, L. (1983). A comparison of the spelling errors of older dyslexic and normal second grade children. Annals of Dyslexia, 33, 121–140.CrossRefGoogle Scholar
  59. Newcomb, F. (1985). Neuropsychological qua interface. Journal of Clinical and Experimental Neuropsychology, 7, 663–681.CrossRefGoogle Scholar
  60. Nolan, D. R., Hammeke, T. A., & Barkley, R. A. (1983). A comparison of the neuropsychological performance in two groups of learning disabled children. Journal of Clinical Child Psychology, 12, 13–21.Google Scholar
  61. Obrzut, J. E., & Hynd, G. W. (1986). Child neuropsychology (Vol. 2). Orlando, FL: Academic Press.Google Scholar
  62. Pirozzolo, F. (1981). Language and brain: Neuropsychological aspects of developmental reading disability. School Psychology Review, 10, 350–355.Google Scholar
  63. Plaisted, J. R., Gustavson, J. L., Wilkening, G. N., & Golden, C. J. (1983). The Luria-Nebraska Neuropsychological Battery-Children’s Revision: Theory and current research findings. Journal of Clinical Child Psychology, 12, 13–21.Google Scholar
  64. Rao, S. M., & Bieliauskas, L. A. (1983). Cognitive rehabilitation two and one-half years post right temporal lobectomy. Journal of Clinical Neuropsychology, 5, 313–320.PubMedCrossRefGoogle Scholar
  65. Reed, H. B. C., Reitan, R. M., & Klove, H. (1965). Influence of cerebral lesions in psychological test performance of older children. Journal of Consulting Psychology, 29, 247–251.PubMedCrossRefGoogle Scholar
  66. Reitan, R. M. (1966). A research program on the psychological effects of brain lesions in human beings. In R. M. Ellis (Ed.), International review of research in mental retardation (pp. 153–218). New York: Academic Press.Google Scholar
  67. Reitan, R. M. (1969). Manual for administration of neuropsychological test batteries for adults and children. Indianapolis: Author.Google Scholar
  68. Reitan, R. M. (1979). Neuropsychology and rehabilitation. Tucson: Author.Google Scholar
  69. Reitan, R. M. (1980). REHABIT—Reitan evaluation of hemispheric abilities and brain improvement training. Tucson: Reitan Neuropsychological Laboratory and University of Arizona.Google Scholar
  70. Reitan, R. M., & Boll, T. J. (1973). Neuropsychological correlates of minimal brain dysfunction. Annals of the New York Academy of Sciences, 205, 65–88.PubMedCrossRefGoogle Scholar
  71. Reitan, R. M., & Davison, L. A. (1974). Clinical neuropsychology: Current status and applications. Washington, DC: V. H. Winston.Google Scholar
  72. Reitan, R. M., & Wolfson, D. (1985). The Halstead-Reitan Neuropsychological Test Battery: Theory and clinical interpretation. Tucson: Neuropsychology Press.Google Scholar
  73. Rourke, B. P. (1975). Brain-behavior relationships in children with learning disabilities: A research program. American Psychologist, 30, 911–920.PubMedCrossRefGoogle Scholar
  74. Rourke, B. P. (1981). Neuropsychological assessment of children with learning disabilities. In S. B. Filskov & T. J. Boll (Eds.), Handbook of clinical neuropsychology (pp. 453–478). New York: Wiley.Google Scholar
  75. Rourke, B. P., Bakker, D., Fiske, J. L., & Strang, J. D. (1983). Child neuropsychology: An introduction to theory, research, and clinical practice. New York: Guilford Press.Google Scholar
  76. Rourke, B. P., Fiske, J. L., & Strang, J. D. (1986). The neuropsychological assessment of children: A treatment-oriented approach. New York: Guilford Press.Google Scholar
  77. Salvia, J., & Hritcko, T. (1984). The K-ABC and ability training. The Journal of Special Education, 18, 345–356.CrossRefGoogle Scholar
  78. Seidenberg, M., Giordani, B., Berent, S., & Boll, T. J. (1983). IQ level and performance on the Halstead-Reitan Neuropsychological Test Battery for Older Children. Journal of Consulting and Clinical Psychology, 51, 406–413.PubMedCrossRefGoogle Scholar
  79. Selz, M. J., & Reitan, R. M. (1979). Rules for neuropsychological diagnosis: Classification of brain function in older children. Journal of Consulting and Clinical Psychology, 47, 258–264.PubMedCrossRefGoogle Scholar
  80. Sternberg, R. J. (1984). An information processing analysis and critique. Journal of Special Education, 18, 269–279.CrossRefGoogle Scholar
  81. Stoddart, C., & Knights, R. M. (1986). Neuropsychological assessment of children: Alternative approaches. In J. E. Obrzut & G. W. Hynd (Eds.), Child neuropsychology (Vol. 2, pp. 229–244). Orlando, FL: Academic Press.Google Scholar
  82. Szekeres, S., Ylvisaker, M., & Cohen, S. (1987). A framework for cognitive rehabilitation therapy. In M. Ylvisaker & E. M. R. Gobble (Eds.), Community re-entry for head-injured adults. Boston: Little, Brown.Google Scholar
  83. Teeter, P. A. (1986). Standard neuropsychological test batteries for children. In J. E. Obrzut & G. W. Hynd (Eds.), Child neuropsychology (Vol. 2, pp. 187–227). Orlando, FL: Academic Press.Google Scholar
  84. Tramontana, M. G., Klee, S. N., & Boyd, T. A. (1984). WISC-R interrelationships with the Halstead-Reitan and Children’s Luria Neuropsychological Batteries. Clinical Neuropsychology, 6, 1–8.CrossRefGoogle Scholar
  85. Traub, N., & Bloom, C. (1975). Recipe for reading. Cambridge, MA: Educators Publishing Service.Google Scholar
  86. Yendall, L. T., Fromm-Auch, D., & Davies, P. (1982). Neuropsychological improvement of persistent delinquency. Journal of Nervous and Mental Disease, 170, 257–265.CrossRefGoogle Scholar
  87. Ysseldyke, J. E., & Algozzine, B. (1982). Critical issues in special and remediation education. Boston: Houghton Mifflin.Google Scholar
  88. Ysseldyke, J. E., & Mirkin, P. K. (1981). The use of assessment information to plan instructional interventions: A review of the research. In C. Reynolds & T. Gutkin (Eds.), A handbook for school psychology (pp. 113–132). New York: Wiley.Google Scholar

Copyright information

© Springer Science+Business Media New York 1988

Authors and Affiliations

  • G. Reid Lyon
    • 1
    • 2
    • 3
  • Louisa Moats
    • 4
  • Jane M. Flynn
    • 5
  1. 1.Departments of Neurology and Communication Science and DisordersUniversity of VermontBurlingtonUSA
  2. 2.Gundersen Medical FoundationUSA
  3. 3.Department of Special EducationSt. Michael’s CollegeWinooskiUSA
  4. 4.Associates in Counseling and EducationEast ThetfordUSA
  5. 5.Gundersen Medical FoundationLaCrosseUSA

Personalised recommendations