Abstract
The evaluation of the brain-injured client can be a complex endeavor, requiring an analysis of sensorimotor, cognitive, and interpersonal functioning as they are affected by a lesion or disease process. Often neuropsychological assessment is used to establish a differential diagnosis between “organic” and “psychological” etiologies, or to localize and/or lateralize the cerebral basis of disturbed psychological functioning. The neuropsychological evaluation may also be used to describe the client’s extra-assessment behavior and to predict relative success or disability in social, vocational, or educational roles. Only recently has neuropsychological assessment acquired an additional role: that of assessing a client’s functioning to aid in the development of treatment plans for the remediation of cognitive disorders.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Spreen, O. & Tuokko, A.T. 1982. The neuropsychological assessment of normal and disordered cognition. In R.N. Malatesha & L.D. Hartlage (Eds.), Neuropsychology and cognition, Vol. I. The Hague: Martinus Nijhoff, pp. 63–112.
Lezak, M.D. 1983. Neuropsychological assessment ( 2nd ed. ). New York: Oxford University Press.
Reitan, R.M. & Davison, L.A. (Eds.) 1974. Clinical neuropsychology: current status and applications. New York: Winston-Wiley.
Golden, C.J., Hammeke, T.A. & Purisch, A.D. 1980. The Luria-Nebraska neuropsychological battery: manual. Los Angeles: Western Psychological Services.
Luria, A.R. 1980. Higher cortical functions in man (2nd rev. ed.). New York: Basic Books.
Christensen, A.L. 1979. Luria’s neuropsychological investigation: text, manual, and test cards ( 2nd ed. ). Copenhagen: Munksgaard.
Milberg, W.P., Kaplan, E. & Hebben, N. 1986. The Boston process approach to neuropsychological assessment. In I. Grant & K.M. Adams (Eds.), Neuropsychological assessment in neuropsychiatrie disorders: clinical methods and empirical findings. New York: Oxford University Press.
Goldstein, G. 1984. Methodological and theoretical issues in neuropsychological assessment. In B.A. Edelstein & E.T. Couture (Eds.), Behavioral assessment and rehabilitation of the traumatically brain-damaged. New York: Plenum Press.
Lynch, W.J. 1982. Neuropsychological assessment of brain behavior relationships: an introduction. In L.E. Trexler (Ed.), Cognitive rehabilitation: conceptualization and intervention. New York: Plenum Press, pp. 7–25.
Lynch, W.J. 1983. Neuropsychological assessment and rehabilitation. In C.J. Golden & P.J. Vicente (Eds.), Foundations of clinical neuropsychology. New York: Plenum Press, pp. 189–214.
Lynch, W.J. 1984. A rehabilitation program for brain-injured adults. In B.A. Edelstein & E.T. Couture (Eds.), Behavioral assessment and rehabilitation of the traumatically brain-damaged. New York: Plenum Press, pp. 273–312.
Borkowski, J.G. & Cavanaugh, J.C. 1979. Maintenance and generalization of skills and strategies by the retarded. In W.R. Ellis (Ed.), Handbook of mental deficiency: psychological theory and research ( 2nd ed. ). Hillsdale, NJ: LEA.
Gagné, R.M. 1984. Learning outcomes and their effects. Am. Psychol. 39, 377–385.
Lezak, M.D. 1984. An individualized approach to neuropsychological assessment. In P.E. Logue & J.M. Schear (Eds.), Clinical neuropsychology: a multidisciplinary approach. Springfield, IL: Charles C. Thomas, pp. 29–49.
Levin, H.S., Benton, A.L. & Grossman, R.G. 1982. Neurobehavioral consequences of closed head injury. New York: Oxford University Press.
Miller, E. 1984. Recovery and management of neuropsychological impairments. Chichester: John Wiley.
Glaser, R. & Nitko, J.J. 1971. Measurement in learning and instruction. In R.L. Thorndike (Ed.), Educational measurement. Washington, D.C.: American Council on Education.
Luria, A.R. 1963. Restoration offunction after brain injury. New York: Pergamon Press.
Luria, A.R., Naydin, V.L., Tsvetkova, L.S. & Vinarskaya, E.N. 1969. Restoration of higher cortical function following local brain damage. In P.J. Vinken & G.W. Bruyn (Eds.), Handbook of clinical neurology, Vol. 3. Amsterdam: North Holland Publishing Company, pp. 368–433.
Glaser, R. 1976. Cognitive psychology and instructional design. In D. Klahr (Ed.), Cognition and instruction. New York: Wiley.
Resnick, L.B. 1976. Task analysis in instructional design: some cases from mathematics. In D. Klahr (Ed.), Cognition and instruction. New York: Wiley.
Jackson, J.H. 1958. Evolution and dissolution of the nervous system. In J. Taylor (Ed.), Selected writings of John Hughlings Jackson, Vol. 2. New York: Basic Books.
Greenfield, P.M. 1984. A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday cognition: its development in social context. Cambridge, MA: Harvard University Press, pp. 117–138.
Sullivan, H.S. 1954. The psychiatric interview. New York: W.W. Norton and Co.
Christensen, A.L. 1985. The process of neuropsychological investigation and the relevance for patient functioning. Presented at the Symposium, “Neuropsychology and Intervention: Towards Valid Decisions” (B.P. Uzzell, organizer), INS meeting, San Diego.
Kaplan, E. 1983. Process and achievement revisited. In S. Wapner & B. Kaplan (Eds.), Toward a holistic developmental psychology. Hillsdale, NJ: LEA, pp. 143–156.
Kaplan, E. 1983. Process and achievement revisited. In S. Wapner & B. Kaplan (Eds.), Toward a holistic developmental psychology. Hillsdale, NJ: LEA, pp. 143–156.
Brown, A.L. & French, L.A. 1979. The zone of potential development: implications for intelligence testing in the year 2000. Intelligence 3, 255–273.
Campione, J.C. & Brown, A.L. 1984. Learning ability and transfer propensity as sources of individual differences in intelligence. In P.H. Brooks, R. Sperber & C. McCauley (Eds.), Learning and cognition in the mentally retarded. Hillsdale, NJ: LEA, pp. 265–293.
Campione, J.C., Brown, A.L. & Bryant, N.R. 1985. Individual differences in learning and memory. In R.J. Sternberg (Ed.), Human abilities: an information-processing approach. New York: W.H. Freeman, pp. 103–126.
Budoff, M. & Corman, L. 1976. Effectiveness of a learning potential procedure in improving problem-solving skills of retarded and nonretarded children. Am. J. Ment. Defic. 81, 260–264.
Feuerstein, R. 1979. The dynamic assessment of retarded performers: the learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.
Ben-Yishay, Y., Diller, L., Gerstman, L. & Gordon, W. 1970. Relationship between initial competence and ability to profit from cues in brain-damaged individuals. J. Abnorm. Psychol. 75, 248–259.
Day, J.D. 1983. The zone of proximal development. In M. Pressley & J.R. Levin (Eds.), Cognitive strategy research: psychological foundations. New York: Springer-Verlag, pp. 155–175.
Vygotsky, L. 1978. Mind in society: the development of higher psychological processes. [M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds.)] Cambridge, MA: Harvard University Press.
Lezak, M.D. 1982a. Assessing initiative, planning, and executive capabilities. In G.A. Broe & R.L. Tate (Eds.), Brain impairment. Sydney: The Postgraduate Committee in Medicine of the University of Sydney, pp. 53–58.
Lezak, M.D. 1982b. The problem of assessing executive functions. Int. J. Psychol. 17, 281–297.
Brooks, N. 1984. Cognitive deficits after head injury. In N. Brooks (Ed.), Closed head injury: psychological, social, and family consequences. New York: Oxford University Press, pp. 44–73.
Goldstein, K. & Scheerer, M. 1941. Abstract and concrete behavior: an experimental study with special tests. Psychological Monographs (Whole No. 239) 53, 1–151.
Luria, A.R. 1973. The frontal lobes and the regulation of behavior. In K.H. Pribram & A.R. Luria (Eds.), Psychophysiology of the frontal lobes. New York: Academic Press, pp. 3–26.
Damasio, A.R. 1985. The frontal lobes. In K.M. Heilman & E. Valenstein (Eds.), Clinical neuropsychology ( 2nd ed. ). New York: Oxford University Press, pp. 339–375.
Konow, A. & Pribram, K.H. 1970. Error recognition and utilization produced by injury to the frontal cortex in man. Neuropsychologia 8, 489–491.
Shallice, T. 1982. Specific impairments of planning. Philosophical transactions of the Royal Society of London, B298, 199–209.
Belmont, J.M., Butterfield, E.C. & Ferretti, R.P. 1982. To secure transfer of training, instruct self-management skills. In D.K. Detterman & R.J. Sternberg (Eds.), How and how much can intelligence be increased? Norwood, NJ: Ablex Publishing Corporation, pp. 147–154.
Malee, J. 1984. Training the brain-injured client in behavioral self-management skills. In B.A. Edelstein & E.T. Couture (Eds.), Behavioral assessment and rehabilitation of the traumatically brain-damaged. New York: Plenum Press, pp. 121–150.
Buschke, H. 1984. Control of cognitive processing. In L.R. Squire & N. Butters (Eds.), Neuropsychology of memory. New York: Guilford Press, pp. 33–40.
Butterfield, E.C. & Belmont, J.M. 1977. Assessing and improving the executive cognitive functions of mentally retarded people. In I. Bialer & M. Sternlicht (Eds.), The psychology of mental retardation. New York: Psychological Dimensions, pp. 277–318.
Das, J.P. 1980. Planning: theoretical considerations and empirical evidence. Psychol. Res. 41, 141–151.
Das, J.P. & Heemsbergen, D.B. 1983. Planning as a factor in the assessment of cognitive processes. J. of Psychoeduc. Assess. 1, 1–15.
Das, J.P. & Jarman, R.F. 1981. Coding and planning processes. In M.P. Friedman, J.P. Das & N. O’Connor (Eds.), Intelligence and learning. New York: Plenum Press, pp. 297–315.
Shallice, T. 1981. Neurological impairment of cognitive processes. B. Med. Bull. 37, 187–192.
Chi, M.T.H. & Glaser, R. 1985. Problem-solving ability. In R.J. Sternberg (Ed.), Human abilities: an information-processing approach. New York: W.H. Freeman, pp. 227–250.
Miller, G.A., Galanter, E. & Pribram, K.H. 1960. Plans and the structure of behavior. New York: Holt, Rinehart and Winston.
Boyd, T.M. & Sautter, S. 1985. Route finding by the head-injured: qualitative analysis of executive control in an everyday task. Presented at the 9th Annual Post-graduate Course on Rehabilitation of the Brain-Injured Adult and Child, Williamsburg, Virginia.
Brown, A.L. 1978. Knowing when, where, and how to remember: a problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology. Hillsdale, NJ: LEA.
Meichenbaum, D., Burland, S., Gruson, L. & Cameron, R. 1979. Metacognitive assessment. Presented at the conference on the Growth of Insight, Wisconsin Research and Development Center, Madison.
Sunderland, A., Harris, J.E. & Baddeley, A.D. 1984. Assessing everyday memory after severe head injury. In J.E. Harris & P.E. Morris (Eds.), Everyday memory, actions, and absent- mindedness. London: Academic Press, pp. 191–206.
Sunderland, A., Harris, J.E. & Gleave, J. 1984. Memory failures in everyday life following severe head injury. J. Clin. Neuropsychol. 6, 127–142.
Herrman, D.J. 1984. Questionnaires about memory. In J.E. Harris & P.E. Morris (Eds.), Everyday memory, actions and absent-mindedness. London: Academic Press, pp. 133–151.
Shure, M. & Spivack, G. 1978. Problem-solving techniques in child rearing. San Francisco: Jossey Bass.
Brown, A.L. 1979. Theories of memory and the problems of development: activity, growth, and knowledge. In L.S. Cermak & F.I.M. Craik (Eds.), Levels of processing in human memory. Hillsdale, NJ: Erlbaum.
Rogoff, B. & Gardner, W. 1984. Adult guidance of cognitive development. In B. Rogoff & J. Lave (Eds.), Everyday cognition: its development in social context. Cambridge, MA: Harvard University Press, pp. 95–116.
Gagné, R.M. & Beard, J.G. 1978. Assessment of learning outcomes. In R. Glaser (Ed.), Advance in instructional psychology, Vol. 1. Hillsdale. NJ: LEA.
Gagné, R.M. & Beard, J.G. 1981. Assessment of learning outcomes. InJ.R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: LEA.
Cohen, N.J. 1984. Preserved learning capacity in amnesia: evidence for multiple memory systems. In L.R. Squire & N. Butters (Eds.), Neuropsychology of memory. New York: Guilford Press, pp. 83–103.
Cohen, N.J. & Squire, L.R. 1980. Preserved learning and retention of pattern analyzing skill in amnesia: dissociation of knowing how and knowing that. Science 210, 207–210.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1986 Martinus Nijhoff Publishing, Boston
About this chapter
Cite this chapter
Cicerone, K.D., Tupper, D.E. (1986). Cognitive Assessment in the Neuropsychological Rehabilitation of Head-Injured Adults. In: Uzzell, B.P., Gross, Y. (eds) Clinical Neuropsychology of Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-2291-7_4
Download citation
DOI: https://doi.org/10.1007/978-1-4613-2291-7_4
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4612-9412-2
Online ISBN: 978-1-4613-2291-7
eBook Packages: Springer Book Archive