By Vicki Anderson, Elisabeth Northam, Jacquie Wrennall
This ebook addresses key concerns in baby neuropsychology yet differs from different books within the box in its emphasis on medical perform instead of study matters. even though examine findings are offered, they're defined with emphasis on what's proper for evaluate, therapy and administration of pediatric stipulations. The authors have selected to target a few parts. First, the textual content examines the normal historical past of adolescence CNS insult, highlighting reviews the place youngsters were over the years to figure out the influence of harm on ongoing improvement. moment, tactics of standard and irregular cerebral and cognitive improvement are defined and the recommendations of mind plasticity and the influence of early CNS insult mentioned. eventually, utilizing a few universal youth CNS problems as examples, the authors advance a version which describes the advanced interplay between organic, psychosocial and cognitive components within the mind injured child.
The textual content should be of use on complex undergraduate classes in developmental neuropsychology, postgraduate scientific education programmes, and for pros operating with young children in scientific psychology, medical neuropsychology, and in academic and rehabilitation contexts.
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Extra info for Developmental Neuropsychology: A Clinical Approach (Brain, Behaviour and Cognition)
Child’s developmental level with respect to the cognitive domain of interest at time of insult. To date, no studies have utilised such an approach. (2) The operationalisation of the core concepts of onset, order, rate, mastery, strategy, control, and upkeep has not yet been attempted, and may be diﬃcult using traditional psychological tests or even experimental paradigms. Such ﬁne-grained analysis is best suited to single-case design, within a longitudinal framework, rather than group-based research.
A further consideration for the child neuropsychologist is the use of adult-based tests for the evaluation of developing cognitive skills. Fletcher and Taylor (1984) note the unfounded assumption that tests designed for adults measure the same skills in children. To fully appreciate this statement it is useful to consider the multidimensional nature of most neuropsychological measures, where test performances are dependent on the relative contributions of various skill domains. Thus children may achieve similar endpoint scores by utilising a range of cognitive skills, or alternatively, they may perform poorly due to a range of cognitive deﬁcits.
However, deﬁcits are not global, and children with NVLD present with a range of intact skills or cognitive assets, primarily within the auditory/verbal domain. Rourke lists these as: (1) simple motor skills; (2) auditory perception; (3) rote learning; (4) selective and sustained attention for auditory–verbal information; (5) basic expressive and receptive language (6) word reading and spelling. 7. Rourke suggests that a number of associated secondary and tertiary deficits evolve from the primary deﬁcits that characterise NVLD.