ERIC Number: ED334471
Record Type: RIE
Publication Date: 1990
Neuropsychology in the Schools: Implications for School Psychology.
Berson, Ilene R.
The incidence of neurologically impaired students in the classroom may continue to increase as advances in medicine contribute to the survival of children suffering from severe trauma. Inclusion of neuropsychological principles into a psychological evaluation provides a comprehensive synthesis of cognitive, sensorimotor, and emotional elements of behavior which may provide valuable information concerning the etiology of learning deficits. School psychologists who engage in neuropsychological assessment should receive training in basic neuropsychological development. The neuropsychological abnormalities most often seen in children with learning disabilities are not gross deviations but rather fine, subtle, and minor symptoms, including minor coordination difficulties, minimal tremors, motor awkwardness, visual-motor disturbances, deficiencies or abnormal delay in language development, and difficulty in reading and arithmetic skills. Because the student's neurological system is not yet mature and is continually changing, it is often very difficult to differentiate between a lag in maturation and a dysfunction of the central nervous system. Knowledge of neuropsychological development may assist school psychologists in the selection of assessment instruments, interpretation of test results, and appropriate referrals. By integrating neuropsychological insights into a more comprehensive conceptualization of the challenges of functioning in a school setting, school psychologists may supplement their methods for understanding children and improve the provision of services to children. (LLL)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A