Abstract
Although neuropsychological measures have not been developed specifically for the preschool child, the early identification and prediction of learning problems are major challenges for the child neuropsychologist. Working with such young children presents any array of problems, including measurement difficulties, interpretive issues, and developmental questions. This latter concern is particularly important given that even a group of children having the same chronological age, gender, and ethnic background will show a wide range of “normal” developmental variation (Wolff, 1981). Assessment methods will need to be guided by a neurodevelopmental theoretical framework if the study of brain-behavior relationships in this age group is to be advanced.
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Hooper, S.R. (1988). The Prediction of Learning Disabilities in the Preschool Child. In: Tramontana, M.G., Hooper, S.R. (eds) Assessment Issues in Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9301-7_12
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