Introduction to the special issue: Are modern neuropsychological assessment methods really “modern”? Reflections on the current neuropsychological test armamentarium

2019 ◽  
Vol 33 (2) ◽  
pp. 187-199 ◽  
Author(s):  
Bernice Marcopulos ◽  
Emilia Łojek
Keyword(s):  
Neuropsychological Assessment ◽  
Neuropsychological Test ◽  
Assessment Methods ◽  
Special Issue

Identification of Neuropsychological Deficit: Levels of Assessment

1994 ◽  
Vol 79 (3) ◽  
pp. 1251-1255
Author(s):  
Arthur MacNeill Horton
Keyword(s):  
Neuropsychological Assessment ◽  
Neuropsychological Test ◽  
Assessment Methods ◽  
Clinical Question ◽  
Technical Expertise ◽  
Neuropsychological Deficit ◽  
Selection Of ◽  
Available Resources

A problem frequently confronting the clinical neuropsychologist is that of adjusting assessment methods to the clinical question asked and available resources of time and technical expertise. Suggestions are made for selecting clinical instruments for neuropsychological assessment at three levels, namely, screening, classification, and selection of treatment. Brief neuropsychological test batteries are proposed for each level.

scholarly journals Neuropsychological assessment : An overview

2014 ◽  
pp. 20-28
Author(s):  
Bidita Bhattacharya
Keyword(s):  
Human Brain ◽  
20Th Century ◽  
Neuropsychological Assessment ◽  
Neuropsychological Test ◽  
Brain Dysfunction ◽  
Human Behaviour ◽  
Clinical Neuropsychology ◽  
Current Article ◽  
The Relationship ◽  
The Brain

Man’s interest in the relationship between the brain and behaviour extends back at least 2500 years. The study of brain behaviour relationship evolved with the development of a science of human behaviour based on the function of human brain, known as neuropsychology. Clinical neuropsychology in the 20th century showed a steady accumulation of clinical reports and research investigations that have gradually refined the theoretical positions. However, assessment relies heavily on the use of specific tests to investigate brain-behaviour relationships. There has been several specific standerdized tests as well as test batteries developed across the globe. Current article has focused on different neuropsychological test batteries to evaluate individuals suspected of having brain dysfunction or damage.

Neuropsychological Test Performance and Employment Status in Patients Referred for Assessment

1989 ◽  
Vol 69 (3-1) ◽  
pp. 899-902 ◽  
Author(s):  
R. Walter Heinrichs
Keyword(s):  
Brain Damage ◽  
Neuropsychological Assessment ◽  
Test Performance ◽  
Employment Status ◽  
Neuropsychological Test ◽  
The Other ◽  
Neuropsychological Impairment ◽  
T Score ◽  
Summary Index ◽  
Explained Variance

A summary index of neuropsychological impairment (mean Luria-Nebraska T score), along with age, education, and presence/absence of confirmed brain disease, was used to predict employment status (working/not working). Subjects were 50 patients referred for neuropsychological assessment of confirmed or suspected brain damage. The Luria-Nebraska index contributed about 8% of explained variance independently of the other predictors. The joint validity was about 29% of criterion variance. This is related to issues in the use of neuropsychological data to predict functional variables.

Creating Access to Assessment Methods and Results

2019 ◽  
pp. 146-176
Author(s):  
Karen Postal
Keyword(s):  
Clinical Practice ◽  
Standardized Testing ◽  
Neuropsychological Assessment ◽  
Graduate School ◽  
Assessment Methods ◽  
Assessment Tools ◽  
Basic Assumptions ◽  
Assessment Procedures ◽  
Thought Bubbles ◽  
Assessment Results

Jurors may have no idea how our assessment tools and procedures work. Professionals are so used to speaking and thinking with the basic assumptions of our professions that those assumptions become invisible to us. Standardized testing and normative interpretation are a great example of this concept. After years of graduate school and clinical practice, when a neuropsychologist uses the word testing we have a very precise image in our thought bubbles of a battery of valid and reliably constructed instruments, normed on appropriate populations, administered in a standardized fashion, and interpreted in the context of the larger assessment. But very few jurors will have been exposed to the concept of normative interpretation. To ensure that jurors and triers of fact have access to our broader message regarding assessment results, we need to begin our testimony with a clear, accessible, and engaging description of our assessment tools and process. This chapter addresses strategies for explaining psychological and neuropsychological assessment procedures, as well as specific tests like the MMPI, in a clear, accessible manner.

Factorial Pattern Description and Comparison of Functional Abilities in Neuropsychological Assessment

1979 ◽  
Vol 48 (1) ◽  
pp. 231-241 ◽  
Author(s):  
Dennis P. Swiercinsky
Keyword(s):  
Factor Analysis ◽  
Brain Damage ◽  
Neuropsychological Assessment ◽  
Neuropsychological Test ◽  
Principal Factor ◽  
Functional Abilities ◽  
Neuropsychological Battery ◽  
Pattern Description ◽  
Organic Brain ◽  
Categorical Scheme

A principal factor analysis of 36 neuropsychological test variables yielded eight readily definable factors. These factors represent the kinds of general functions evaluated in the assessment of organic brain damage. The functional categorical scheme produced by the factor analysis was compared with other empirical and theoretical schemes. Shortcomings of the traditional neuropsychological battery were discussed in terms of the factors.

Promoting Self-Regulated Learning Through Prompts

2009 ◽  
Vol 23 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Maria Bannert
Keyword(s):  
Process Analysis ◽  
Assessment Methods ◽  
Learning Activities ◽  
Future Research ◽  
Special Issue ◽  
Learner Characteristics ◽  
Individual Learner ◽  
Self Regulated Learning ◽  
Regulated Learning

In this contribution the four papers of this special issue on “Promoting Self-Regulated Learning Through Prompts” are discussed with the help of two crucial questions: What learning activities should be prompted and how should they be prompted? Overall, it is argued that future research has to conduct more in depth process analysis that incorporates multi-method assessment methods and to further account for individual learner characteristics. Prompting research, at present, needs more insights on how students actually deal with learning prompts.

scholarly journals Neuropsychological assessment in epilepsy

2018 ◽  
Vol 18 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Sallie Baxendale
Keyword(s):  
Patient Group ◽  
Neuropsychological Assessment ◽  
Test Scores ◽  
Neuropsychological Test ◽  
Optimal Timing ◽  
The Past ◽  
Patients With Epilepsy

The role of the neuropsychological assessment in the management of people with epilepsy has evolved considerably over the past 25 years. This paper describes some of the most common applications of a neuropsychological assessment in the diagnosis, management and treatment of people with epilepsy. It describes the factors that influence the interpretation of neuropsychological test scores in this patient group and outlines the limitations of the investigation. It gives guidelines for the optimal timing of a referral, together with timelines and indications for reassessment, and provides a checklist to help the referring clinician get the most from a neuropsychological assessment for their patients with epilepsy.

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