Emergent trends in neuropsychology: An overview.

Satz, Paul; Fletcher, Jack Μ.

doi:10.1037/0022-006x.49.6.851

Cited by 50 publications

(14 citation statements)

References 32 publications

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“…For years, traditional psychological tests have been used to assess many of these same behaviors. Discussion and debate has thus ensued concerning whether selected traditional psychoeducational tests could yield similar brain-behavior information as published neuropsychological batteries (Craig, 1979;Golden, 1981a; Gustavson, 1984;Hartlage & Telzrow, 1981; Hynd & Obrzut, 1981;Rourke, 1976;Satz & Fletcher, 1981;Shelly & Goldstein, 1982b;Sutter & Battin, 1984). Yet there is little, if any, empirical data to show the comparability between psychoeducational test batteries and the formal neuropsychological test batteries.…”

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confidence: 97%

Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries

Sutter

Bishop

Battin³

1986

Journal of Psychoeducational Assessment

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Psychoeducational test scores from the clinical records of 360 children were factor analyzed and the results compared to factors cited in the literature as characterizing formal published neuropsychological test batteries such as the Halstead-Reitan and the Luria-Nebraska. The psychoeducational battery yielded five factors: Language, Academic Achievement, Visual Spatial, Attention and Memory, and Motor Speed. It was concluded that traditional psychoeducational test batteries could yield brain-behavior information similar to the neuropsychological batteries and might thus serve a legitimate screening function, enabling the psychoeducational specialist to provide relevant information to the neuropsychologist in referrals.Neuropsychological .batteries have become increasingly popular in determining brain-behavior relationships in children. Whether the purpose of testing is to discriminate brain dysfunctional children from normal children, aid in neurological diagnosis, measure progress, or provide data for designing rehabilitation programs, the assessment must cover a wide range of behaviors. Those behaviors generally include perception, comprehension, attention and memory, problem solving, expression, and motor functions among others. For years, traditional psychological tests have been used to assess many of these same behaviors. Discussion and debate has thus ensued concerning whether selected traditional psychoeducational tests could yield similar brain-behavior information as published neuropsychological batteries (Craig

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mentioning

confidence: 97%

Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries

Sutter

Bishop

Battin³

1986

Journal of Psychoeducational Assessment

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“…Moreover, children's brains do not show the clear lateralization of cognitive functions that may be present in the adult brain (Satz & Fletcher, 1981). First of all, this was a somewhat small sample (although larger than those involved in several other studies on the concurrent validity of the K-ABC), which means that the findings need to be interpreted with some caution.…”

Section: Discussionmentioning

confidence: 82%

Validity of the Kaufman Assessment Battery for Children when employed with children with traumatic brain injury

Donders

1992

J. Clin. Psychol.

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The K‐ABC and WISC‐R were administered to 43 children with traumatic brain injury. The amount of shared variance between standard score indices of these two tests ranged from 42% to 71%, depending on which scores were considered. Correlations with degree of cerebral impairment, as measured by length of coma, were slightly higher for WISC‐R IQ scores than for K‐ABC global scale scores. Performance on both the K‐ABC and the WISC‐R was affected by the presence or absence of ocular and/or motor deficits. It is concluded that the K‐ABC is not superior to the WISC‐R in sensitivity to cerebral impairment and that caution is needed when one is making neuropsychological interpretations on the basis of the K‐ABC.

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“…With regard to the appropriateness of utilizing an instrument designed primarily for children, age has never been an explanatory variable in itself. In their discussion of plasticity, Wohlwill (1973) and Satz and Fletcher (1981) pointed out that chronological age is not an explanatory variable. Therefore, the author believes that the use of a child's evaluation and treatment instrument with adults, within the context of a rational theoretical framework, should be exploited.…”

Section: Discussionmentioning

confidence: 99%

A two-phase treatment approach for traumatically brain-injured patients: A case study.

Passler¹

1987

Rehabilitation Psychology

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In light of the increased survival rate of head trauma patients, research in the area of behavioral treatment is much needed. This case study demonstrates a two-phase treatment approach. Phase 1 consisted of developmental stimulation, utilizing the Kaufman Developmental Scale, and Phase 2 consisted of a behavior modification approach to change personal and social behaviors. In response to developmental stimulation, the patient achieved a higher level of developmental functioning, experienced success, and demonstrated concomitant positive behavioral changes. Once the patient reached a developmental plateau, behavioral modification was initiated, and the patient demonstrated significant further positive behavioral changes. It is believed that the patient's positive response to treatment in Phase 2 was predicated on his success in Phase 1.Interest in and knowledge of brain-behavior relationships have increased tremendously in the past decade, while remediation techniques for organically impaired individuals have lagged behind. Horton and Howe (1981) noted that a striking omission from current behavior therapy has been attention to the brain-damaged patient. Walsh (1978) indicated that rehabilitation services for head trauma patients tend to focus heavily on physical disabilities rather than on intellectual and emotional handicaps.The prognosis for severely brain-injured patients, especially for their social and vocational development, is poor (Tobis, Puri, & Sheridan, 1982). The current state of remediation and rehabilitation programs for these patients is not yet established on a solid scientific foundation. Rather, clinicians are relegated to a trial-and-error process based on scientific knowledge, theory, and educated guessing in an attempt to demonstrate that their efforts will lead to a more detailed specification of methods (Diller & Gordon, 1981). The case study presented here, which was undertaken as a pilot project, describes a unique two-phase treatment used with a head trauma patient.The first phase utilized the Kaufman Developmental Scale (KDS) as a didactic developmental teaching approach (Kaufman, 1975). The goal was to teach developmental behaviors that had regressed following the head trauma so that the patient would have greater self-confidence and a feeling of accom-

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Emergent trends in neuropsychology: An overview.

Cited by 50 publications

References 32 publications

Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries

Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries

Validity of the Kaufman Assessment Battery for Children when employed with children with traumatic brain injury

A two-phase treatment approach for traumatically brain-injured patients: A case study.

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