Neuropsychological Screening and Soft Signs

Tupper, David E.

doi:10.1016/b978-0-12-524042-0.50012-7

Cited by 3 publications

(1 citation statement)

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“…In an effort to approach client's symptomatology actuarially, some researchers have attempted to standardize neuropsychological symptoms . Information concerning symptoms may be collected and organized as soft neurological signs (e.g., overflow movements, developmental difficulties, motor awkwardness, poor gait, reflex difficulties, tremors, word-finding difficulties), hard neurological signs (brain tumors, bleeding, penetrating injury), and/or other behavioral indicators of neuropathology (Gaddes, 1980;Lezak, 1983;Tupper, 1986;Wedding, Horton, & Webster, 1986).…”

Section: The Neuropsychological Examinationmentioning

confidence: 99%

A neuropsychological approach to school psychology.

D’Amato¹

1990

School Psychology Quarterly

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Reviews advances in clinical neuropsychology and how they can be integrated into school psychology training and practice. A variety of neuropsychological techniques, such as perinatal assessment, neuropsychological symptomatology, and the mental status examination, are evaluated in light of the school psychologist's role and function. Neuropsychology, the study of brain-behavior relationships, is seen as a proper theoretical and practical foundation on which to build training in school psychology. Training models in neuropsychology are reviewed, with emphasis on school psychology training programs that offer specialization in neuropsychology. Research in neuropsychology and its application have expanded recently, with considerable growth and maturation evident. Future directions in pediatric/school neuropsychology are addressed.Although there is little consensus as to the specific services that school psychologists should offer, there seems to be general agreement that these psychologists are assessment specialists (D

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Section: The Neuropsychological Examinationmentioning

confidence: 99%

A neuropsychological approach to school psychology.

D’Amato¹

1990

School Psychology Quarterly

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Validity of Screening Tests for Learning Disabilities: A Comparison of Three Measures

Kilpatrick

Lewandowski

1996

Journal of Psychoeducational Assessment

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Two groups of 20 children (8 to 10 years of age) were administered three screening tests used to assess learning disabilities, each of which represents one of three approaches: the Bender Visual-Motor Gestalt Test (Bender), an example of the “single test” approach; the Quick Neurological Screening Test (QNST), which represents the “soft neurological sign” approach; and the Screening Test for the Luria-Nebraska Neuropsychological Battery-Children's Revision (ST-LNNB), which represents a “neuropsychological” approach. One group of subjects was comprised of children with learning disabilities (LD), and the comparison group was a random sample of nondisabled (ND) students. The groups were matched carefully for IQ, age, and grade. Results indicated that there were no significant group differences on either the Bender or the QNST. On the ST-LNNB, the LD group performed significantly more poorly than the ND group (p < .0001). The classification accuracy rate of the ST-LNNB was 97.5%, with 39 of the 40 subjects correctly classified according to their group status (i.e., LD or ND). The findings suggest that the Bender and QNST should not be used as tools to suggest the presence or absence of a learning disability. The ST-LNNB may be a valid instrument for screening for learning disabilities, although more study will be needed prior to clinical application.

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2011

Concussive Brain Trauma

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Neuropsychological Screening and Soft Signs

Cited by 3 publications

References 75 publications

A neuropsychological approach to school psychology.

A neuropsychological approach to school psychology.

Validity of Screening Tests for Learning Disabilities: A Comparison of Three Measures

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