Problems and Prospects in Child Neuropsychological Assessment

Abstract

The chapters in this volume have addressed a variety of issues pertaining to the neuropsychological assessment of children. These included a consideration of the implications for assessment that stem from our current knowledge of neurodevelopmental disorders (Risser and Edgell), the unique contributions of neuropsychological assessment in evaluating the brain-impaired child (Bigler), the relative merits of different modes of neuropsychological inference (Willis), as well as the general issue of linking assessment and treatment from a neuropsychological perspective (Lyon, Moats, and Flynn). Special consideration was given to the assessment of key aspects of child neuropsychological functioning, including attention (Barkley), memory (Boyd), functional laterality (Gray and Dean), and language (Crary, Voeller, and Haak). There also was special emphasis on infant and early childhood assessment (Aylward)—an area that has received relatively little attention in child neuropsychology, and on the assessment of learning disabilities—an area that, by contrast, has been the subject of intensive neuropsychological inquiry. Learning disabilities were addressed specifically in terms of the analysis of subtypes (Hynd, Connor, and Nieves), the early identification of developmental precursors (Hooper), and the application of electrophysiological methods in assessment (Morris, Levy, and Priozzolo). Many important topics were covered, and a synthesis of this material in terms of major themes and recommended directions is now in order.