Skip to main content
SpringerLink
Log in

Neuropsychological Applications of Common Educational and Psychological Tests

  • Chapter
Handbook of Clinical Child Neuropsychology

Part of the book series: Critical Issues in Neuropsychology ((CINP))

Abstract

There are two major orientations to neuropsychological assessment. The first, best exemplified by Reitan (1979), Rourke (1981; Rourke, Bakker, Fisk, & Strang, 1983), and the Luria—Nebraska school (Golden, 1981; Gustayson et al., 1984), employs a standardized battery of tasks designed to identify brain impairment. Typically, an invariant battery of identical tasks is utilized for all subjects regardless of the presenting problem or the history of the child. The second approach to neuropsychological assessment of children favors the use of a flexible combination of traditional psychological and educational tests. The composition of this battery varies depending upon a number of child variables, including the age, history, functioning level, and presenting problem of the particular child.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Achenbach, T. M., & Edelbrock, C. (1983). Manual for the Child Behavior Checklist. Burlington, VT: University Associates in Psychiatry.

    Google Scholar 

  • Aram, D. M., Ekelman, B. L., Rose, D. F., & Whitaker, H. A. (1985). Verbal and cognitive sequelae following unilateral lesions acquired in early childhood. Journal of Clinical and Experimental Neuropsychology, 7, 55–78.

    Article  PubMed  CAS  Google Scholar 

  • Bannatyne, A. (1974). A note on recategorization of the WISC scaled scores. Journal of Learning Disabilities, 7, 272–274.

    Google Scholar 

  • Bannatyne, A. (1978). The spatially competent LD child. Academic Therapy, 14, 133–155.

    Google Scholar 

  • Batshaw, M. L., & Perret, Y. M. (1981). Children with handicaps: A medical primer. Baltimore: Brooks.

    Google Scholar 

  • Bawden, H. N., Knights, R. M., & Winogron, H. W. (1985). Speeded performance following head injury in children. Journal of Clinical and Experimental Neuropsychology, 7, 39–54.

    Article  PubMed  CAS  Google Scholar 

  • Bayley, N. (1969). Manual for the Bayley Scales of Infant Development. New York: Psychological Corporation.

    Google Scholar 

  • Beckett, L., Reuter, J., & Stancin, T. (1984). The use of the McCarthy Scales of Children’s Abilities to assess moderately retarded children. Psychology in the Schools, 21, 305–310.

    Article  Google Scholar 

  • Beery, K. E. (1982). Revised administration, scoring, and teaching manual for the Developmental Test of Visual-Motor Integration. Chicago: Follett.

    Google Scholar 

  • Berger-Gross, P., & Shackelford, M. ( 1984, February). Closed head injury in children: Intelligence and academic achievement. Paper presented at the International Neuropsychological Society, Houston.

    Google Scholar 

  • Boder, E., & Jarrico, S. (1982). The Boder Test of Reading-Spelling Patterns, Manual. New York: Grune & Stratton.

    Google Scholar 

  • Bracken, B. A. (1985). A critical review of the Kaufman Assessment Battery for Children (K-ABC). School Psychology Review, 14, 21–36.

    Google Scholar 

  • Bracken, B. A., & Prasse, D. P. (1984). Peabody Picture Vocabulary Test-Revised: An appraisal and review. School Psychology Review, 13, 49–60.

    Google Scholar 

  • Bradley, L. (1983). The organization of visual, phonological, and motor strategies and learning to read and to spell. In U. Kirk (Ed.), Neuropsychology of language, reading, and spelling (pp. 235–254 ). New York: Academic Press.

    Google Scholar 

  • Breen, M. J. (1985). The Woodcock-Johnson Tests of Cognitive Ability: A comparison of two methods of cluster scale analysis for three learning disability subtypes. Journal of Psycho-educational Assessment, 3, 167–174.

    Article  Google Scholar 

  • Chadwick, O., Rutter, M., Brown, E., Shaffer, D., & Traub, M. (1981). A prospective study of children with head injuries. II. Cognitive sequelae. Psychological Medicine, 11, 49–61.

    Article  PubMed  CAS  Google Scholar 

  • Dean, R. S. (1986). Perspectives on the future of neuro- psychological assessment. In B. S. Plake & J. C. Witt (Eds.), Buros-Nebraska series on measurement and testing: Future of testing and measurement (pp. 203–244 ). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • DeRenzi, E., & Vignolo, L. (1962). The Token Test: A sensitive test to detect receptive disturbances in aphasics. Brain, 85, 665–678.

    Article  CAS  Google Scholar 

  • DiSimoni, F. G. (1978). The Token Test for Children. Allen, TX: DLM Teaching Resources.

    Google Scholar 

  • DiSimoni, F. G., & Mucha, R. (1982). Use of the Token Test for Children to identify language deficits in preschool age children. The Journal of Auditory Research, 22, 265–270.

    PubMed  CAS  Google Scholar 

  • Dunn, L., & Dunn, L. (1981). Manual for the Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Edelbrock, D., Costello, A. J., & Kessler, M. D. (1984). Empirical corroboration of attention deficit disorder. Journal of the American Academy of Child Psychiatry, 23, 285–290.

    Article  PubMed  CAS  Google Scholar 

  • Elbert, J. C., & Willis, D. J. (1984). Psychological evaluation of children with speech and language disorders. In S. J. Weaver (Ed.), Testing children (pp. 104–120 ). Kansas City, MO: Test Corporation of America.

    Google Scholar 

  • Fischer, W. E., Wenck, L. S., Schurr, K. T., & Ellen, A. S. (1985). The moderating influence of gender, intelligence, and specific achievement deficiencies on the Bannatyne WISC-R recategorization. Journal of Psychoeducational Assessment, 3, 245–255.

    Article  Google Scholar 

  • Fletcher, J. M. (1985). (Review of Child neuropsychology.) Journal of Clinical and Experimental Neuropsychology, 7, 577–584

    Google Scholar 

  • Gaddes, W. H. (1985). Learning disabilities and brain function: A neuropsychological approach ( 2nd ed. ). Berlin: Springer-Verlag.

    Book  Google Scholar 

  • German, D. J. (1983). Analyses of word-finding disorders on the Kaufman Assessment Battery for Children (K-ABC). Journal of Psychoeducational Assessment, 1, 121–133.

    Article  Google Scholar 

  • Gill, K. J., & Lueger, R. J. ( 1985, October). Frontal lobe cognitive dysfunction in conduct disorder adolescents. Paper presented at the meeting of the National Academy of Neuropsychologists, Philadelphia.

    Google Scholar 

  • Goetz, E. T., & Hall, R. J. (1984). Evaluation of the Kaufman Assessment Battery for Children from an information-processing perspective. The Journal of Special Education, 18, 281–296.

    Article  Google Scholar 

  • Goh, D. S., & Simons, M. R. (1980). Comparison of learning disabled and general education children on the McCarthy Scales of Children’s Abilities. Psychology in the Schools, 17, 429–436.

    Article  Google Scholar 

  • Golden, C. J. (1981). The Luria-Nebraska Children’s Battery: Theory and formulation. In G. W. Hynd & J. E. Obrzut (Eds.), Neuropsychological assessment and the school-age child (pp. 277–302 ). New York: Grune & Stratton.

    Google Scholar 

  • Goldstein, G. (1984). Comprehensive neuropsychological assessment batteries. In G. Goldstein & M. Hersen (Eds.), Handbook of psychological assessment (pp. 181–210 ). Elmsford, NY: Pergamon Press.

    Google Scholar 

  • Goodglass, H., & Kaplan, E. (1979). Assessment of cognitive deficit in the brain-injured patient. In M. S. Gazzaniga (Ed.), Handbook of behavioral neurobiology (Vol. 2, pp. 3–22 ). New York: Plenum Press.

    Google Scholar 

  • Gustayson, J. L., Golden, C. J., Wilkening, G. N., Hermann, B. P., Plaisted, J. R., Machines, W. D., & Leark, R. A. (1984). The Luria-Nebraska Neuropsychological Battery-Children’s Revision: Validation with brain-damaged and normal children. Journal of Psychoeducational Assessment, 2, 199–208.

    Article  Google Scholar 

  • Hammill, D. D., Brown, V. L., Larsen, S. C., & Wiederholt, J. L. (1980). Test of Adolescent Language. Austin, TX: PRO-ED.

    Google Scholar 

  • Hammitt, D. D., & Larsen, S. C. (1978). Manual for the Test of Written Language. Austin, TX: PRO-ED.

    Google Scholar 

  • Hammill, D. D., & Newcomer, P. L. (1982). Test of Language Development-Primary. Austin, TX: PRO-ED.

    Google Scholar 

  • Hammill, D. D., & Newcomer, P. L. (1984). Test of Language Development-Intermediate. Austin, TX: PRO-ED.

    Google Scholar 

  • Harr. G., & Telzrow, C. ( 1986, April). Common variance among WJPB cognitive scale, WISC-R, and Category Test. Paper presented at the meeting of the National Association of School Psychologists, Hollywood, FL.

    Google Scholar 

  • Hartlage, L. C. (1981). Neuropsychological assessment techniques. In C. R. Reynolds & T. B. Gutkin (Eds.), Handbook of school psychology (pp. 296–313 ). New York: Wiley.

    Google Scholar 

  • Hartlage, L. C., & Telzrow, C. F. (1984). Rehabilitation of persons with learning disabilities. Journal of Rehabilitation, 50, 31–34.

    PubMed  CAS  Google Scholar 

  • Hartlage, L. C., & Telzrow, C. F. (1986). Neuropsychological assessment and intervention with children and adolescents. Sarasota, FL: Professional Resource Exchange.

    Google Scholar 

  • Hessler, G. L. (1982). Use and interpretation of the Woodcock-Johnson Psycho-educational Battery. Hingham, MA: Teaching Resources Corporation.

    Google Scholar 

  • Hiltebeitel, C. L. ( 1985, October). Characteristics of dysphonetic learning disabled children. Paper presented at the meeting of the National Academy of Neuropsychologists, Philadelphia.

    Google Scholar 

  • Hooper, S. R., & Hynd, G. W. (1985). Differential diagnosis of subtypes of developmental dyslexia with the Kaufman Assessment Battery for Children (K-ABC). Journal of Clinical Child Psychology, 14, 145–152.

    Article  Google Scholar 

  • Horn, W. R., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77, 597–607.

    Article  Google Scholar 

  • Kamphaus, R. W., & Reynolds, C. R. (1984). Development and structure of the Kaufman Assessment Battery for Children. The Journal of Special Education, 18, 213–228.

    Article  Google Scholar 

  • Kampwirth, T. J. (1983). Problems in the use of the Woodcock-Johnson suppressors. Journal of Psychoeducational Assessment, 1, 337–339.

    Article  Google Scholar 

  • Kaufman, A. S. (1976). Do normal children have “flat” ability profiles? Psychology in the Schools, 13, 284–285.

    Article  Google Scholar 

  • Kaufman, A. S. (1979). Intelligent testing with the WISC-R. New York: Wiley.

    Google Scholar 

  • Kaufman, A. S. (1984). K-ABC and controversy. The Journal of Special Education, 18, 409–444.

    Article  Google Scholar 

  • Kaufman, A. S., & Kaufman, N. L. (1977). Clinical evaluation of young children with the McCarthy Scales. New York: Grune & Stratton.

    Google Scholar 

  • Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman Assessment Battery for Children: Interpretive manual. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Kaufman, A. S., Kaufman, N. L., Kamphaus, R. W., & Naglieri, J. A. (1982). Sequential and simultaneous factors at ages 312 1/2: Developmental changes in neuropsychological dimensions. Clinical Neuropsychology, 4, 74–81.

    Google Scholar 

  • Keith, T. Z. (1985). Questioning the K-ABC: What does it measure? School Psychology Review, 14, 9–20.

    Google Scholar 

  • Keith, T. Z., & Bolen, L. M. (1980). Factor structure of the McCarthy Scales for children experiencing problems in school. Psychology in the Schools, 17, 320–326.

    Article  Google Scholar 

  • Klein, A. E. (1978). The validity of the Beery Test of Visual-Motor Integration in predicting achievement in kindergarten, first, and second grades. Educational and Psychological Measurement, 38, 457–461.

    Article  Google Scholar 

  • Klesges, R. C., & Fisher, L. P. (1981). A multiple criterion approach to the assessment of brain damage in children. Clinical Neuropsychology, 3, 6–11.

    Google Scholar 

  • Klesges, R. C., Fisher, L., Pheley, A., Boschee, P., & Vasey, M. (1984). A major validational study of the Halstead-Reitan in the prediction of CAT-scan assessed brain damage in adults. The International Journal of Clinical Neuropsychology, 6, 29–34.

    Google Scholar 

  • Lahey, B. B., & Piacentini, J. C. (1985). An evaluation of the Quay-Peterson Revised Behavior Problems Checklist. Journal of School Psychology, 23, 285–289.

    Article  Google Scholar 

  • Leibowitz, D., & Dubowitz, V. (1981). Intellect and behavior in Duchenne muscular dystrophy. Developmental Medicine and Child Neurology, 23, 577–590.

    PubMed  CAS  Google Scholar 

  • Leiter, R. G. (1969). Examiner’s manual for the Leiter International Performance Scale. Chicago: Stoelting.

    Google Scholar 

  • Lewandowski, L., Costenbader, V., & Richman, R. (1985). Neuropsychological aspects of Turner syndrome. The International Journal of Clinical Neuropsychology, 7, 144–147.

    Google Scholar 

  • Lewandowski, L. J., & DeRienzo, P. J. (1985). WISC-R and K-ABC performances of hemiplegic children. Journal of Psycitoeducational Assessment, 3, 215–221.

    Article  Google Scholar 

  • Lufi, D., & Cohen, A. (1985). Using the WISC-R to identify attentional deficit disorder. Psychology in the Schools, 22, 40–42.

    Article  Google Scholar 

  • Majovski, L. V. (1984). The K-ABC: Theory and applications for child neuropsychological assessment and research. The Journal of Special Education, 18, 257–268.

    Article  Google Scholar 

  • Marston, D., & Ysseldyke, J. (1980). Derived subtest scores for the Woodcock-Johnson Psycho-educational Battery. Hingham, MA: Teaching Resources Corporation.

    Google Scholar 

  • Martin, R. P. (1983). Temperament: A review of research with implications for the school psychologist. School Psychology Review, 12, 266–273.

    Google Scholar 

  • Martin, R. P., & Holbrook, J. (1985). Relationship of temperament characteristics to the academic achievement of first-grade children. Journal of Psychoeducational Assessment, 3, 131–140.

    Article  Google Scholar 

  • McCarthy, D. (1972). McCarthy Scales of Children’s Abilities. New York: Psychological Corporation.

    Google Scholar 

  • McClure, P. H., & Hynd, G. W. (1983). Is hyperlexia a severe reading disorder or a symptom of psychiatric disturbance? Nosological considerations. Clinical Neuropsychology, 5, 145–149.

    Google Scholar 

  • McConaughy, S. H. (1985). Using the Child Behavior Checklist and related instruments in school-based assessment of children. School Psychology Review, 14, 479–494.

    Google Scholar 

  • McConaughy, S. H., & Ritter, D. R. (1986). Social competence and behavioral problems of learning disabled boys aged 611. Journal of Learning Disabilities, 19, 39–45.

    Article  PubMed  CAS  Google Scholar 

  • McGlone, J. (1985). Can spatial deficits in Turner’s syndrome be explained by focal CNS dysfunction or atypical speech lateralization? Journal of Clinical and Experimental Neuropsychology, 7, 375–394.

    Article  PubMed  CAS  Google Scholar 

  • McKay, S., Stelling, M. W., Bauman, R. J., Carr, W. A., Walsh, J. W., & Gilmore, R. L. (1985). Assessment of frontal lobe dysfunction using the Luria-Nebraska Neuropsychological Battery-Children’s Revision: A case study. International Journal of Clinical Neuropsychology, 7, 107–111.

    Google Scholar 

  • Mercer, J. R., & Lewis, J. F. (1978). System of Multicultural Pluralistic Assessment. New York: Psychological Corporation.

    Google Scholar 

  • Naglieri, J. A., Kaufman, A. S., & Harrison, P. L. (1981). Factor structure of the McCarthy Scales for school-age children with low GCIs. The Journal of School Psychology, 19, 226–232.

    Article  Google Scholar 

  • Newborg, J., Stock, J. R., Wnek, L., Guidubaldi, J., & Svinicki, J. (1984). Battelle Developmental Inventory. Allen, TX: DLM Teaching Resources.

    Google Scholar 

  • Nockleby, D. M., & Galbraith, G. G. (1984). Developmental dyslexia subtypes and the Boder Test of Reading-Spelling Patterns. Journal of Psychoeducational Assessment, 2, 91–100.

    Article  Google Scholar 

  • Obrzut, A., Obrzut, J. E., & Shaw, D. (1984). Construct validity of the Kaufman Assessment Battery for Children with learning disabled and mentally retarded. Psychology in the Schools, 21, 417–424.

    Article  Google Scholar 

  • Ownby, R. L., & Matthews, C. G. (1985). On the meaning of the WISC-R third factor. Relations to selected neuropsychological measures. Journal of Consulting and Clinical Psychology, 53, 531–534.

    Article  PubMed  CAS  Google Scholar 

  • Phelps, L., Rosso, M., & Falasco, S. L. (1985). Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability. Psychology in the Schools, 22, 46–49.

    Article  Google Scholar 

  • Prasse, D. P., Siewert, J. C., & Ellison, P. H. (1983). McCarthy performance and neurological functioning in children born “at risk.” Journal of Psychoeducational Assessment, 1, 273–283.

    Article  Google Scholar 

  • Quay, H. C. (1983). A dimensional approach to behavior disorder: The Revised Behavior Problem Checklist. School Psychology Review, 12, 244–249.

    Google Scholar 

  • Quay, H. C., & Peterson, D. R. (1979). Revised Behavior Problem Checklist. Author.

    Google Scholar 

  • Rapin, I., & Allen, D. A. (1983). Developmental language disorders: Nosologic considerations. In U. Kirk (Ed.), Neuropsychology of language, reading, and spelling (pp. 155–184 ). New York: Academic Press.

    Google Scholar 

  • Reitan, R. M. (1979). Manual for administration of neuro-psychological test batteries for adults and children. Tucson, AZ: Reitan Neuropsychology Laboratories, Inc.

    Google Scholar 

  • Reuter, J., Stancin, T., & Craig, P. (1981). Kent scoring adaptation of the Bayley Scales of Infant Development. Kent, OH: Kent Developmental Metrics.

    Google Scholar 

  • Reynolds, C. R. (1981). A note on determining significant discrepancies among category scores on Bannatyne’s regrouping of WISC-R subtests. Journal of Learning Disabilities, 14, 468–469.

    Article  PubMed  CAS  Google Scholar 

  • Reynolds, C. R. (1983). Statistics for the enhancement of profile analyses on the Test of Language Development-Primary. Psychology in the Schools, 20, 5–9.

    Article  Google Scholar 

  • Reynolds, C. R. (1984). Psychometric characteristics of the Boder Test of Reading-Spelling Patterns. School Psychology Review, 13, 526–529.

    Google Scholar 

  • Reynolds, C. F. ( 1985, August). Toleration in technology of instruction: Implications of the NAS report for special education. Paper presented at the meeting of the American Psychological Association, Los Angeles.

    Google Scholar 

  • Rothbart, M. K., & Posner, M. I. (1985). Temperament and the development of self-regulation. In L. C. Hartlage & C. F. Telzrow (Eds.), The neuropsychology of individual differences: A developmental perspective (pp. 93–123 ). New York: Plenum Press.

    Chapter  Google Scholar 

  • 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 

  • Rourke, B. P. (1983). Reading and spelling disabilities: A developmental neuropsychological perspective. In U. Kirk (Ed.), Neuropsychology of language, reading, and spelling (pp. 209–234 ). New York: Academic Press.

    Google Scholar 

  • Rourke, B. P. (Ed.). (1985). Neuropsychology of learning disabilities: Essentials of subtype analysis. New York: Guilford Press.

    Google Scholar 

  • Rourke, B. P., Bakker, D. J., Fisk, J. L., & Strang, J. D. (1983). Child neuropsychology. New York: Guilford Press.

    Google Scholar 

  • Rourke, B. P., & Finlayson, M. A. J. (1978). Neuropsychological significance of variations in patterns of academic performance: Verbal and visual-spatial abilities. Journal of Abnormal Child Psychology, 6, 121–133.

    Article  PubMed  CAS  Google Scholar 

  • Rourke, B. P., & Strang, J. D. (1983). Subtypes of reading and arithmetical disabilities: A neuropsychological analysis. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 473–488 ). New York: Guilford Press.

    Google Scholar 

  • Routh, D. K. (1984). Appraisal of children with learning and behavior problems. In S. J. Weaver (Ed.), Testing children (pp. 15–23 ). Kansas City, MO: Test Corporation of America.

    Google Scholar 

  • Rugel, R. (1974). WISC subtest scores of disabled readers: A review with respect to Bannatyne’s recategorization. Journal of Learning Disabilities, 7, 48–55.

    Article  Google Scholar 

  • Sattler, J. M. (1982). Assessment of children’s intelligence and special abilities. Boston: Allyn & Bacon.

    Google Scholar 

  • Satz, P. ( 1985, August). Recovery from early brain damage: Some facts and reflections. Invited address at the meeting of the American Psychological Association, Los Angeles.

    Google Scholar 

  • Satz, P., & Fletcher, J. M. (1982). Manual for the Florida Kindergarten Screening Battery. Odessa, FL: Psychological Assessment Resources.

    Google Scholar 

  • Selz, M. (1981). Halstead-Reitan Neuropsychological Test Batteries for children. In G. W. Hynd & J. E. Obrzut (Eds.), Neuropsychological assessment and the school-age child (pp. 195–235 ). New York: Grune & Stratton.

    Google Scholar 

  • Selz, M., & Reitan, R. M. (1979). Rules for neuropsychological diagnosis: Classification of brain function in older children. Journal of Consulting and Clinical Psychology, 47, 258–264.

    Article  PubMed  CAS  Google Scholar 

  • Shaffer, D., O’Connor, P. A., Shafer, S. Q., & Prupis, S. (1983). Neurological “soft signs”: Their origins and significance for behavior. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 144–163 ). New York: Guilford Press.

    Google Scholar 

  • Shah, A., & Holmes, N. (1985). Brief report: The use of the Leiter International Performance Scale with autistic children. Journal of Autism and Developmental Disorders, 15, 195–203.

    Article  PubMed  CAS  Google Scholar 

  • Slomka, G. T., & Tarter, R. E. (1984). Mental retardation. In R. E. Tarter & G. Goldstein (Eds.), Advances in clinical neuro-psychology (Vol. 2, pp. 109–137 ). New York: Plenum Press.

    Google Scholar 

  • Slomka, G., Tarter, R., & Hegedus, A. (1984). Agenesis of the frontal lobes: Neuropsychological sequelae. International Journal of Clinical Neuropsychology, 6, 12–16.

    Google Scholar 

  • Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Services.

    Google Scholar 

  • Spiegler, B., Baron, I. S., Hammock, M. K., & McCullough, D. C. ( 1985, February). Verbal and spatial recall in children with hydrocephalus. Paper presented at the meeting of the International Neuropsychological Society, San Diego.

    Google Scholar 

  • Spleen, O., Tupper, D., Risser, A., Tuokko, H., & Edgell, D. (1984). Human developmental neuropsychology. New York: Oxford University Press.

    Google Scholar 

  • Sternberg, R. J. (1984). The Kaufman Assessment Battery for Children: An information-processing analysis and critique. The Journal of Special Education, 18, 269–279.

    Article  Google Scholar 

  • Stoiber, K. C., Bracken, B. A., & Gissal, T. J. (1983). Cognitive processing styles in reading-disabled and a matched group of normal children. Journal of Psychoeducational Assessment, 1, 219–233.

    Article  Google Scholar 

  • Sutter, E. G., & Battin, R. R. (1984). Using traditional psychological tests to obtain neuropsychological information on children. International Journal of Clinical Neuropsychology. 6, 115–119.

    Google Scholar 

  • Taylor, H. G., Fletcher, J. M., & Satz, P. (1984). Neuro-psychological assessment of children. In G. Goldstein & M. Hersen (Eds.), Handbook of psychological assessment (pp. 211–234 ). Elmsford, NY: Pergamon Press.

    Google Scholar 

  • Telzrow, C. F. (1984). Practical applications of the K-ABC in the identification of handicapped preschoolers. The Journal of Special Education, 18, 311–324.

    Article  Google Scholar 

  • Telzrow, C. F. (1985a). The science and speculation of rehabilitation in developmental neuropsychological disorders. In L. C. Hartlage & C. F. Telzrow (Eds.), Neuropsychological aspects of individual differences: A developmental perspective (pp. 271–307 ). New York: Plenum Press.

    Chapter  Google Scholar 

  • Telzrow, C. F. ( 1985b, October). Use of the Leiter, the K-ABC, and interactive observation to differentiate pure hyperlexic syndromes from autism in preschool children. Paper presented to the meeting of the National Academy of Neuro-psychologists, Philadelphia.

    Google Scholar 

  • Telzrow, C. F., Century, E., Harris, B., & Redmond, C. ( 1985, April). Relationship between neuropsychological processing models and dyslexic subtypes. Paper presented to the meeting of the National Association of School Psychologists, Las Vegas.

    Google Scholar 

  • Telzrow, C. F., Century, E., Redmond, C., Whitaker, B., & Zimmerman, B. (1983). The Boder Test: Neuro-psychological and demographic features of dyslexic subtypes. Psychology in the Schools, 20, 427–432.

    Article  Google Scholar 

  • Thomdike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Stanford-Binet Intelligence Scale: Guide for administering and scoring the fourth edition. Chicago: Riverside.

    Google Scholar 

  • Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corporation.

    Google Scholar 

  • Wilkening, G. N., & Berg, R. A. ( 1985, October). Neuro-psychological performance patterns of early and late acquired brain damage. Paper presented at the meeting of the National Academy of Neuropsychologists, Philadelphia.

    Google Scholar 

  • Willis, D. J., Culbertson, J. L., & Martens, R. A. (1984). Considerations in physical and health-related disorders. In S. J. Weaver (Ed.), Testing children (pp. 185–196 ). Kansas City, MO: Test Corporation of America.

    Google Scholar 

  • Woodcock, R. W., & Johnson, M. B. (1977). Woodcock-Johnson Psycho-educational Battery. Hingham, MA: Teaching Resources.

    Google Scholar 

  • Zingale, S. A., & Smith, M. D. (1978). WISC-R patterns for learning disabled children at three SES levels. Psychology in the Schools, 15, 199–204.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Cuyahoga Special Education Service Center, Maple Heights, Ohio, 44137, USA

    Cathy F. Telzrow

Authors
  1. Cathy F. Telzrow
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Educational Psychology, Texas A&M University, 77843, College Station, Texas, USA

    Cecil R. Reynolds  & Elaine Fletcher-Janzen  & 

Rights and permissions

Reprints and permissions

Copyright information

© 1989 Springer Science+Business Media New York

About this chapter

Cite this chapter

Telzrow, C.F. (1989). Neuropsychological Applications of Common Educational and Psychological Tests. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-6807-4_13

Download citation

  • DOI: https://doi.org/10.1007/978-1-4899-6807-4_13

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4899-6809-8

  • Online ISBN: 978-1-4899-6807-4

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation