Abstract
This chapter provides guidelines to help psychologists determine when to refer a child or adolescent for neuropsychological assessment, neurological examination, or other neurodiagnostic testing (e.g., CT scan or MRI). Children and adolescents often need neurological, neuroradiological, and/ or neuropsychological assessments. Although not every child seen for cognitive, academic, psychiatric, or behavioral problems requires further assessment apart from traditional psychoeducational evaluations, some disorders do need further attention by specialists to investigate the child’s neurological or neuropsychological status. Clinical and school psychologists should be apprised of conditions that typically require further attention. The nature of neurologic, neuroradiologic, and neuropsychological assessment will be discussed, along with guidelines for making referrals. Further, aspects of psychological, psychosocial, and academic functioning are discussed, as these areas may be seriously compromised by brain-related disorders of childhood. Integration of these various evaluation findings are discussed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Achenbach, T. M. (1990). Conceptualization of developmental psychopathology. In M. Lewis & S. R. Miller (Eds.), Handbook of developmental psychopathology (pp. 3–13). New York: Plenum Press.
Achenbach, T. M. (1991). Manual for the child behavior checklist and revised child behavior profile. Burlington, VT: T.M. Achenbach.
Achenbach, T. M. (2005). Advancing assessment of children and adolescents: Commentary on evidence-based assessment of child and adolescent disorders. Journal of Child and Adolescent Psychology, 34, 541–547.
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.
Castellanos, F. X., Lee, P. P., Sharp, W., Jeffries, N. O., Greenstein, D. K., Clasen, L. S., et al. (2002). Developmental trajectories of brain volume abnormalities in children with adolescents with attention-deficit/hyperactivity disorder. The Journal of the American Medical Association, 28 (4), 1740–1749.
Donders, J. (2007). Traumatic brain injury. In S. J. Hunter & J. Donders (Eds.), Pediatric neuropsychological intervention (pp. 91–111). Cambridge: Cambridge University Press.
Eden, G., & Moats, L. C. (2002). The role of neuroscience in the remediation of students with dyslexia. Nature Neuroscience, 5, 1080–1084.
Gabrieli, J. D. (2003). Neuroimaging evidence about the brain basis of dyslexia. Paper presented at the International Dyslexia Association, San Diego, CA.
Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021, 1308–1309.
Hynd, G. W., & Willis, W. G. (1988). Pediatric neuropsychology. Orlando, FL: Grune & Stratton.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Papanicolaou, A. C. (2003). Brain imaging in normal and impaired reading: A developmental-educational perspective. Paper presented at the International Dyslexia Association.
Pliszka, S. R., Glahn, D. C., Semrud-Clikeman, M., Franklin, C., Perez, R., Xiong, J., et al. (2006). Neuroimaging of inhibitory control areas in children with attention deficit hyperactivity disorder who were treatment naive or in long-term treatment. American Journal of Psychiatry, 163 (6), 1052–1060.
Semrud-Clikeman, M. (2004). Traumatic brain injury in children and adolescents. New York: Guilford Press.
Semrud-Clikeman, M., Pliszka, S. R., Lancaster, J., & Liotti, M. (2006). Volumetric MRI differences in treatment-naïve vs chronically treated children with ADHD. Neurology, 67, 1023–1027.
Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926–933.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K., Fulbright, R. K., & Skudlarski, P. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52 , 101–110.
Swaiman, K. F. (1994). Cerebellar dysfunction and ataxia in childhood. In K. F. Swaiman (Ed.), Pediatric neurology (Vol. 2, pp. 261–270). St. Louis: Mosby.
Swaiman, K. F., Ashwal, S., & Ferriero, D. M. (2006). Pediatric neurology (4th ed.). San Diego: Mosby.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Semrud-Clikeman, M., Ellison, P.A.T. (2009). Integrating Neurological, Neuroradiological, and Psychological Examinations in Neuropsychological Assessment. In: Child Neuropsychology. Springer, New York, NY. https://doi.org/10.1007/978-0-387-88963-4_5
Download citation
DOI: https://doi.org/10.1007/978-0-387-88963-4_5
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-88962-7
Online ISBN: 978-0-387-88963-4
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)