Child Neuropsychology in the Private Medical Practice

  • Erin D. Bigler
  • Nancy L. Nussbaum
  • Heather A. Foley
Part of the Critical Issues in Neuropsychology book series (CINP)


Utilizing a broad definition of child neuropsychological practice, the scope of such a practice would encompass all children with developmental and acquired disorders that affect cognition, behavior, and/or sensory and motor skills. Dworkin (1985) presented statistics indicating that approximately 10% of a pediatrician’s practice involves children with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), speech-language disorder, mental retardation, cerebral palsy, and related disorders. Similarly, Cranston and colleagues (Cranston et al., 1988) reported that 11% of pediatricians’ practice involved cases of developmental disorders. Computations based on Table 1 suggest that a pediatrician will see a child with a neurobehavioral disorder once every other day. Some may not see as many, some may see more, but on average the frequency of pediatricians seeing children with neurobehavioral problems is high.


Cerebral Palsy Leaming Disability Child Neurology Psychological Corporation Left Temporal Region 
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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Achenbach, T., and Edelbrock, C. S. (1983). The Child Behavior Checklist-Revised. Burlington: University of Vermont.Google Scholar
  2. Anastasi, A. (1969). Psychological testing ( 3rd ed. ). London: Macmillan and Co.Google Scholar
  3. Bax, M., and Whitmore, K. (1987). The medical examination of children on entry to school. The results and use of neurodevelopmental assessment. Developmental Medicine and Child Neurology, 29, 40–55.PubMedCrossRefGoogle Scholar
  4. Beery, K. (1982). Revised administration, scoring and teaching manual for the developmental test of visual—motor integration. Cleveland: Modern Curriculum Press.Google Scholar
  5. Benton, A. (1974). The Revised Visual Retention Test ( 4th ed. ). New York: Psychological Corporation.Google Scholar
  6. Boder, E., and Jarrico, S. (1982). The Boder Test of Reading-Spelling Patterns: A diagnostic screening test for subtypes of reading disability. New York: Grune and Stratton.Google Scholar
  7. Boll, T. (1993). The Children’s Category Test Manual. San Antonio, TX: The Psychological Corporation.Google Scholar
  8. Boyle, C. A., Decoufle, P., and Yeargin-Allsopp, M. (1994). Prevalence and health impact of developmental disabilities in US children. Pediatrics, 93(3),399–403.Google Scholar
  9. Buck, J. (1948). House-tree-person test. Journal of Clinical Psychology, 4, 151–159.PubMedCrossRefGoogle Scholar
  10. Burnett, R., and Bell, L. (1978). Projecting practice patterns. Pediatrics, 62 (Suppl.), 625–680.Google Scholar
  11. Burns, R., and Kaufman, S. (1972). Actions, styles and symbols in kinetic family drawings. New York: Brunner/Mazel.Google Scholar
  12. Committee on Children with Disabilities. (1986). Screening for developmental disabilities. Pediatrics, 78(3), 526–528.Google Scholar
  13. Committee on Children with Disabilities. (1992). Pediatrician’s role in the development and implementation of an individual education plan (IEP) and/or an individual family service plan (IFSP). Pediatrics, 89 (2), 340–342.Google Scholar
  14. Cranston, C. S., Ulrey, G., Hansen, R., Hudler, M., Marshall, R., and Wuori, D. (1988). Interprofessional collaboration: Who is doing it? Who isn’t? Developmental and Behavioral Pediatrics, 9 (3), 134–139.CrossRefGoogle Scholar
  15. Delis, D. C., Kramer, J. H., Kaplan, E., and Ober, B. A. (1994). The California Verbal Learning Test-Children Manual. San Antonio, TX: The Psychological Corporation.Google Scholar
  16. Dobos, A. E., Dworkin, P. H., and Bernstein, B. A. (1994). Pediatricians’ approaches to developmental problems: Has the gap been narrowed? Developmental and Behavioral Pediatrics, 15 (1), 34–38.CrossRefGoogle Scholar
  17. Drillien, D., Thompson, A., and Burgoyne, K. (1980). Low birthweight children at early school age: A longitudinal study. Developmental Medicine and Child Neurology, 22, 26–47.PubMedCrossRefGoogle Scholar
  18. Dunn, L. M., and Dunn, L. M. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.Google Scholar
  19. Durrell, D., and Catterson, J. (1980). Durrell analysis of reading difficulty. New York: Psychological Corporation. Dworkin, P. H. (1985). Learning and behavior problems of school-children. Philadelphia: Saunders.Google Scholar
  20. Dworkin, P. H. (1989a). British and American recommendation for developmental monitoring: The role of surveillance. Pediatrics, 84(6), 1000–1010.Google Scholar
  21. Dworkin, P. H. (1989b). Developmental screening-Expecting the impossible? Pediatrics(commentaries), 83(4), 619–622.Google Scholar
  22. Dworkin, P., and Levine, M. (1980). The preschool child: Predic- tion and prescription. In A. Scheiner and I. Abrams (Eds.), The practical management of the developmentally disabled child. St. Louis: Mosby.Google Scholar
  23. Dworkin, P., Woodrum, D., and Brooks, K. (1981). Pediatric-based assessment: Children with school problems. Journal of School Health, 51, 325–329.PubMedCrossRefGoogle Scholar
  24. Fischler, R., and Tancer, M. (1984). The primary physician’s role in care for developmentally handicapped children. The Journal of Family Practice, 18 (1), 85–88.PubMedGoogle Scholar
  25. Fletcher, J. M., and Butler, I. J. (1992). The behavioral sciences and issues in child neurology and developmental pediatrics. Journal of Child Neurology, 7, 131–134.PubMedCrossRefGoogle Scholar
  26. Fletcher, J., and Taylor, H. (1984). Neurological assessment of children: A developmental approach. Texas Psychologist, 36 (3), 14–20.Google Scholar
  27. Gaddes and Crockett. (1975). Word Fluency Test norms for children. Glascoe, F. P. (1991). Can clinical judgment detect children with speech-language problems? Pediatrics, 87(3), 317–322.Google Scholar
  28. Glascoe, F. P., Martin, E. D., and Humphrey, S. (1990). A comparative review of developmental screening tests. Pediatrics, 86(4), 547–554.Google Scholar
  29. Halstead, W., and Wepman, J. (1959). The Halstead-Wepman Aphasia Screening Test. Journal of Speech and Hearing Disorders, 14, 9–15.Google Scholar
  30. Huttenlocher, P. R., Levine, S. C., Huttenlocher, J., and Gates, J. (1990). Discrimination of normal and at-risk preschool children on the basis of neurological tests. Developmental Medicine and Child Neurology, 32, 394–402.PubMedCrossRefGoogle Scholar
  31. Jastak, J., and Jastak, S. (1965). The Wide Range Achievement Test manual. Wilmington, DE: Guidance Service.Google Scholar
  32. Kaplan, E. F., Goodglass, H., and Weintraub, S. (1983). The Boston Naming Test. Philadelphia: Lea and Febiger. Kaufman, A., and Kaufman, N. (1983). Kaufman Assessment Battery for Children: Administration and interpretative manual. Circle Pines, MN: American Guidance Service.Google Scholar
  33. Keys, M. P. (1993). The pediatrician’s role in reading disorders. Pediatric Clinics of North America, 40(4), 869–879.Google Scholar
  34. Kirk, S. A., and Gallagher, J. J. (1989). Educating exceptional children ( 6th ed. ). Boston: Houghton Mifflin.Google Scholar
  35. Knights, R., and Norwood, J. (1980). Revised smoothed normative data on the neuropsychological test battery for children. Ottawa, Canada: Robert M. Knights Psychological Consultants.Google Scholar
  36. Matthews, C. G., and Kldve, H. (1964). Instruction manual for the Adult Neuropsychology Test Battery. Madison: University of Wisconsin Medical School.Google Scholar
  37. Meisels, S. J. (1989). Can developmental screening tests identify children who are developmentally at risk? Pediatrics, 83 (4), 578–585.PubMedGoogle Scholar
  38. National Center for Educational Statistics. (1994). Mini-Digest of Education Statistics 1994. U. S. Department of Education.Google Scholar
  39. Nussbaum, N., Bigler, E., and Koch, W. (1986). Neuropsychologically derived subgroups of learning disabled children: Personality/behavioral dimensions. Journal of Research and Development in Education, 19, 57–67.Google Scholar
  40. Osterrieth, P. A. (1944). Le test de copie d’une figure complexe. Archives de Psychologie, 30, 206–356.Google Scholar
  41. O’Sullivan, P., Mahoney, G., and Robinson, C. (1992). Perceptions of pediatricians’ helpfulness: A national study of mothers of young disabled children. Developmental Medicine and Child Neurology, 34, 1064–1071.PubMedCrossRefGoogle Scholar
  42. Parette, H. P., Hourcade, J. J., and Brimberry, R. K. (1990). The family physician’s role with parents of young children with developmental disabilities. The Journal of Family Practice, 31 (3), 288–296.PubMedGoogle Scholar
  43. Purvis, P. (1991). The public laws for education of the disabled-The pediatrician’s role. Developmental and Behavioral Pediatrics, 12 (5), 327–339.CrossRefGoogle Scholar
  44. Rapin, I. (1995). Physician’s testing of children with developmental disabilities. Journal of Child Neurology, 10 (Suppl.), S2121 — S15.CrossRefGoogle Scholar
  45. Ravens, J. C. (1965). Guide to using the colored progressive matrices. London: H. K. Lewis.Google Scholar
  46. Reitan, R., and Davison, L. (1974). Clinical neuropsychology: Current status and application. New York: Hemisphere.Google Scholar
  47. Rey, A. (1941). L’examen psychologique dans le cas l’encephalopathie traumatique. Archives de Psychologie, 28, 286–340.Google Scholar
  48. Reynolds, C. R., and Bigler, E. D. (1994). Test of Memory and Learning. Austin, TX: PRO-ED.Google Scholar
  49. Rorschach, H. (1942). Psychodiagnostics: A diagnostic test based on perception (P. Lemkau and B. Kronenburg, Trans.). Bern: Huber ( U.S. distributor: Grune and Stratton).Google Scholar
  50. Roush, W. (1995). Arguing over why Johnny can’t read. Science, 267, 1896–1898.PubMedCrossRefGoogle Scholar
  51. Selz, M., and Reitan, R. (1979). Rules for neuropsychological diagnosis: Classification of brain function in older children. Journal of Consulting and Clinical Psychology, 47, 258–264.PubMedCrossRefGoogle Scholar
  52. Shapiro, B. K., and Gallico, R. P. (1993). Learning disabilities. Pe- diatric Clinics of North America, 40(3), 491–505.Google Scholar
  53. Sheslow, D., and Adams, W. (1990). Wide Range Assessment of Memory and Learning. Wilmington, DE: Jastak Associates, Inc.Google Scholar
  54. Shonkoff, J., Dworkin, P., and Leviton, A. (1979). Primary care approaches to developmental disabilities. Pediatrics, 64, 505–514.Google Scholar
  55. Spreen, O., and Gaddes, W. (1969). Developmental norms for fifteen neuropsychological tests for ages 6 to 15. Cortex, 5, 171–191.Google Scholar
  56. Wechsler, D. (1991). Wechsler Intelligence Scale for Children- Third Edition. New York: Psychological Corporation.Google Scholar
  57. Wirt, R., Lachar, D., Klinedinst, J., and Seat, P. (1982). The Personality Inventory for Children, Revised. Los Angeles: Western Psychological Services.Google Scholar

Copyright information

© Springer Science+Business Media New York 1997

Authors and Affiliations

  • Erin D. Bigler
    • 1
    • 2
  • Nancy L. Nussbaum
    • 3
  • Heather A. Foley
    • 4
  1. 1.Department of PsychologyBrigham Young UniversityProvoUSA
  2. 2.LDS HospitalSalt Lake CityUSA
  3. 3.Austin Neurological ClinicAustinUSA
  4. 4.Department of PsychologyBrigham Young UniversityProvoUSA

Personalised recommendations