cognitive assessment system

Paediatric Cognitive Neuropsychology

Introduction to neurodevelopment

Black, J.E. (1998). How a child builds its brain: Some lessons from animal studies of neural plasticity. Preventive Medicine, 27, 168-171.

Assessment using the NEPSY-II

Stinnett, T.A., Oehler-Stinnett, J., Fuqua, D.R. & Palmer, L.S. (2002). Examination of the Underlying Structure of the Nepsy: A Developmental Neuropsychological Assessment.  Journal of Psychoeducational Assessment, 20, 66-82.

Attention/deficit Hyperactivity Disorder

Mahone, E.M., Crocetti, D., Ranta, M.E., Gaddis, A., Cataldo, M., Slifer, K.J., Denckla, M.B. & Mostofsky, S.H. (2011). A Preliminary Neuroimaging Study of Preschool Children with ADHD. The Clinical Neuropsychologist, 25 (6), 1009–1028.

Autism & Pervasive Developmental Disorders

The trouble with autism: Delays in early identification and diagnosis
Associate Professor Cheryl Dissanayake
   

Saitoh, O., Karns, C.M. & Courchesne, E. (2001). Development of the hippocampal formation from 2 to 42 years old: MRI evidence of smaller area dentate in autism. Brain, 124, 1317-1324.

Learning Disorders

Widmann, A., Schröger, E., Tervaniemi, M., Pakarinen, S. & Kujala, T. (2012). Mapping symbols to sounds: electrophysiological correlates of the impaired reading process in dyslexia. Frontiers in Language Sciences, 3.

Oppositional Defiant & Conduct disorders

Dick,D.M., Viken, R.J., Kaprio, J., Pulkkinen, L. & Rose, R.J. (2005).Understanding the Covariation Among Childhood Externalizing Symptoms: Genetic and Environmental

Influences on Conduct Disorder, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder Symptoms, Journal of Abnormal Child Psychology, 33,219-229.

Childhood Epilepsy

Ackermann, S.  & Van Toorn, R. (2011). Managing first-time seizures and epilepsy in

Children. CME, 29, 142-148.

Traumatic Brain Injury

Understanding and managing traumatic brain injury
Professor Jennie Ponsford

Resilience of people with traumatic brain injury and their carers Emeritus Professor Roger Rees   

Can psychological interventions be adapted for people with moderate to severe traumatic brain injury?
Dr Dana Wong. Dr Adam McKay and Dr Ming-Yun Hsieh

Ethical behaviour intervention for clients with a TBI: When is it OK to intervene?
Dr Brooke Froud-Cummins and Associate Professor Malcolm Hopwood

Savage, R.C. (2012). The Developing Brain after TBI: Predicting Long Term Deficits and Services for Children, Adolescents and Young Adults. North American Brain Injury Society. Retrieved 20 June 2012 from http://www.internationalbrain.org/?q=node/112

General texts

Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2001). Developmental neuropsychology: A Clinical Approach. Hove: Psychology Press.

Appleton, R. & Baldwin, T. (Eds.) (1998). Management of Brain-Injured Children. New York: Oxford University Press.

Baron, S. (2004). Neuropsychological Evaluation of the Child. New York: Oxford University Press.

Gillberg, C. (2003). Clinical Child Neuropsychiatry. Cambridge: Cambridge University press.

Johnson, M. H. (2005). Developmental cognitive neuroscience: An introduction, 2nd edition. Oxford: Blackwell.

Panteliadis, C.P. & Korinthenberg, R. (2005). Paediatric Neurology: Theory and Practice. New York: Thieme Verlag.

Helping troubled children: Seven things you should know about the origins of mental health disorders
Professor Mark Dadds
  

The care team approach to helping troubled children
Christine Miller

Using play to help troubled children in the school setting
Dr Deborah Truneckova and Professor Linda L. Viney

Body image: Is it just for girls?
Assistant Professor Vivienne Lewis

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Chapter 30: The ImPACT Neurocognitive Screening Test

AUTHORS: A. Edwards, V. Whitefield, S. Radloff

ABSTRACT: The recent development of computerized neurocognitive screening programmes has revolutionized medical management in the sports concussion arena where there is a need for mass testing of athletes, and repeat follow up testing of the concussed athlete to monitor recovery and facilitate safe return-to-play decisions.  Automated programmes of this type have the facility for more accurate evaluation on timed tasks than paper-and-pencil testing, are time and cost effective in that group testing can be undertaken, and multiple randomized versions of the tasks reduce the problem of practice effects on repeated test occasions.  In South Africa, the ImPACT test (Immediate Post Concussion Assessment and Cognitive Testing) that was developed within a research context at the University of Pittsburgh Medical Center, has been employed for clinical and research purposes since 2003, and is the only test of its type registered with the Health Professional Council of South Africa (HPCSA) for clinical use in this country.  This chapter reviews research data derived using the ImPACT test in respect of players of contact sport from school through to the professional level that attests to the clinical sensitivity of this test in the identification of subtle neurocognitive deficit in association with participation in the contact sport of rugby.  In addition, available South African normative indications in respect of the test are presented and discussed.  Finally, the potential to use the ImPACT test to facilitate medical management and increase safety within other contexts is discussed, such as screening of aviation personnel (pilots and ground control employees) on a regular basis to identify the onset of intellectual dysfunction that might have sinister consequences.

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Chapter 11: The APIL and TRAM learning potential instruments in South Africa

AUTHOR/S: T. Taylor

ABSTRACT: This chapter covers three main topics involving the APIL and TRAM learning potential instruments developed by Aprolab, namely, the underlying theory, the nature and contents of the instruments and technical information. Early theory by Vogotsky, Feuerstein and others suggested that learning potential is solely reflected in the zone of proximal development, the degree to which an individual’s performance improves with intervention.  APIL and TRAM instruments are based on a broader theory drawn from cognitive psychology, information processing theory and learning theory. This theory incorporates four main elements – fluid intelligence, information processing efficiency, transfer and learning rate. The first two constructs are static (not direct measures of learning potential, but nevertheless critical to learning). The last two dimensions are dynamic (direct measures of learning). Only learning rate is related to the zone of proximal development concept from which the learning potential construct originally arose. There are actually three Aprolab learning potential instruments: APIL, TRAM-2 and TRAM-1. They cover the educational spectrum from no education to tertiary education. All of them are based on the theory mentioned above and incorporate separate measures of the four constructs listed above. In some cases the constructs are broken down into sub-dimensions. APIL has eight scores, TRAM-2 six and TRAM-1 five. The sub-dimensions are described, the techniques whereby the raw-scores are converted into normed scores on these sub-dimensions explained, and examples of stimulus material provided. The APIL and TRAM instruments have been used since the mid-90’s. Technical information is given on scale inter-correlations, reliabilities, predictive and concurrent validity, and culture-fairness/lack of bias.

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Chapter 8: The Cognitive Assessment System (CAS) in a South African context

AUTHOR/S:  Z. Amod

ABSTRACT: Limitations of current intelligence tests, the search for more equitable assessment procedures and the need to link assessment with intervention have led to the exploration of alternative forms of cognitive assessment.  Information processing models of assessment embodied in the work of Luria, Kaufman and Das, for instance, are in the forefront of the latest developments in cognitive psychology.  In this chapter the Cognitive Assessment System (CAS) developed by Das and Naglieri (Das, Naglieri & Kirby, 1994) is discussed both theoretically and in relation to research conducted mainly abroad but also in South Africa. This novel assessment approach is based on the Planning, Attention, Simultaneous and Successive (PASS) model of cognitive functioning. There is empirical support for the PASS theory and the CAS (Naglieri, 1999; Van Luit, Kroesbergen and Naglieri, 2005) and extensive research has been conducted to establish the relationship between certain cognitive processes of the PASS model and specific academic skills (Kirby and Das, 1990; Hold, 2000; Lerew, 2003; Germain, 2004). The usefulness and application of the CAS instrument in South Africa has been indicated by several studies (Chow and Skuy, 1999; Churches, Skuy & Das; Fairon, 2006; Floquet, 2008; Hofmeyer 2000; Naidoo, 2001; Reid, Kok & van der Merwe, 2000). The PASS Remedial Programme (Das et al, 1994) has been developed to provide a link between cognitive processing strategies and academic content. It is proposed in this chapter that the PASS model as operationalized by the CAS is a valuable alternative or at least adjunct to traditional intelligence tests. Further research needs to be conducted which combines the Information Processing model with Dynamic Assessment, to facilitate a link between assessment and intervention.

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