Handbook of Clinical Child Neuropsychology

Transcription

1 Handbook of Clinical Child Neuropsychology

2 Critical Issues in Neuropsychology Series Editors: Cecil R. Reynolds Texas A&M University Antonio E. Puente University of North Carolina, Wilmington Editorial Advisory Board: Erin Bigler, University of Texas, Austin Raymond S. Dean, Ball State University Hans J. Eysenck, University of London Charles J. Golden, Drexel University John Gruzelier, University of London Lawrence C. Hartlage, Fairfax University Merril Hiscock, University of Saskatchewan Lawrence Majovski, Huntington Memorial Hospital Francis J. Pirozzolo, Baylor University School of Medicine Karl Pribram, Stanford University ASSESSMENT ISSUES IN CHILD NEUROPSYCHOLOGY Edited by Michael G. Tramontana and Stephen R. Hooper HANDBOOK OF CLINICAL CHILD NEUROPSYCHOLOGY Edited by Cecil R. Reynolds and Elaine Fletcher-Janzen MEDICAL NEUROPSYCHOLOGY: The Impact of Disease on Behavior Edited by Ralph E. Tarter, David H. Van Thiel, and Kathleen L. Edwards NEUROPSYCHOLOGICAL FUNCTION AND BRAIN IMAGING Edited by Erin D. Bigler, Ronald A. Yeo, and Eric Turkheimer NEUROPSYCHOLOGY, NEUROPSYCHIATRY, AND BEHAVIORAL NEUROLOGY R. Joseph RELIABILITY AND VALIDITY IN NEUROPSYCHOLOGICAL ASSESSMENT Michael D. Franzen A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.

3 Handbook of Clinical Child Neuropsychology Edited by CECIL R. REYNOLDS and ELAINE FLETCHER-JANZEN Texas A&M University College Station, Texas Springer Science+Business Media, LLC

4 Library of Congress Cataloging in Publication Data Handbook of clinica! child neuropsychology 1 edited by Ceci! R. Reynolds and Elaine Fletcher-Janzen. p. cm-(critical issues in neuropsychology) Includes bibliographies and index. ISBN ISBN (ebook) DOI / Pediatric neuropsychology. I. Reynolds, Ceci! R., II. Fletcher-Janzen, Eiaine. III. Series. [DNLM: 1. Brain-growth & development. 2. Child Behavior. 3. Child Development Disorders-diagnosis. 4. Child Development Disorders-therapy. 5. Neuropsychological Tests-in infancy & childhood. 6. Neuropsychology. WS H2364] RJ486.5.H dc19 DNLM!DLC for Library of Congress OP 1989 Springer Science+ Business Media New York Originally published by Plenum Press, New York in 1989 Softcover reprint of the hardcover 1 st edition 1989 AII rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher

5 Contributors RusseU M. Bauer Department of Clinical and Health Psychology, University of Florida, Gainesville, Florida Thomas L. Bennett Department of Psychology, Colorado State University, Fort Collins, Colorado Richard A. Berg Department of Behavioral Medicine and Psychiatry, West Virginia University Medical Center-Charleston Division, Charleston, West Virginia Erin D. Bigler Department of Psychology, University of Texas at Austin, Austin, Texas 78712; and Austin Neurological Clinic, Austin, Texas Kathi A. Borden Department of Psychology, Pepperdine University, Los Angeles, California Ronald T. Brown Division of Child and Adolescent Psychiatry, Emory University School of Medicine, Atlanta, Georgia Manuel L. Cepeda Department of Psychiatry, University of South Alabama College of Medicine, Mobile, Alabama Raymond S. Dean Neuropsychology Laboratory, Ball State University, Muncie, Indiana 47306; and Indiana University School of Medicine, Indianapolis, Indiana Robert W. Elliott Department of Special Education, South Bay Union High School District, Redondo Beach, California BryanFantie DepartmentofPsychology, University of Lethbridge, Lethbridge, Alberta TlK 3M4, Canada Eileen B. FenneU Department of Clinical and Health Psychology, University of Florida, Gainesville, Florida Charles J. Golden Departments of Psychology, Sociology, and Anthropology, Drexel University, Philadelphia, Pennsylvania Jeffrey W. Gray Neuropsychology Laboratory, Ball State University, Muncie, Indiana Frank M. Gresham Department of Psychology, Louisiana State University, Baton Rouge, Louisiana Ruth Adlof Haak Balcones Special Services Cooperative, Austin, Texas Thalia Harmony Neurosciences Research Program, Iztacala School, National Autonomous University of Mexico, Tlalnepantla, Mexico City, Mexico Lawrence C. Hartlage Department of Psychology, University of Arkansas, Fayetteville, Arkansas Patricia L. Hartlage Department of Pediatrics and Neurology, Medical College of Georgia, Augusta, Georgia Robert L. Hodes Department of Neurology, University of Wisconsin, Madison, Wisconsin Stephen R. Hooper Clinical Center for the Study of Development and Learning, The University of North Carolina, and Department of Psychiatry, The University of North Carolina School of Medicine, Chapel Hill, North Carolina v

6 vi CONTRIBUTORS Arthur MacNeUI Horton, Jr. Veterans Administration Medical Center, Baltimore, Maryland 21218; Department of Psychiatry, University of Maryland Medical School, Baltimore, Maryland 21201; and Psych Associates, Towson, Maryland Daniel J. Reschly Department of Psychology, Iowa State University, Ames, Iowa Cecil R. Reynolds Department of Educational Psychology, Texas A&M University, College Station, Texas Randy W. Kamphaus Department of Educa- Becky L. Rosenthal Department of Educational Psychology, University of Georgia, Athens, tional Psychology, University of Georgia, Athens, Georgia Georgia Marcel Kinsbourne Department of Behav- MarionJ. Selz Rehabilitation Psychology, St. ioral Neurology, Eunice Kennedy Shriver Center, Mary's Hospital, Tucson, Arizona Waltham, Massachusetts Phyllis Anne Teeter Department of Educa- Bryan Kolb Department of Psychology, Uni- tional Psychology, University of Wisconsin, Milversity of Lethbridge, Lethbridge, Alberta T1K waukee, Wisconsin M4, Canada Linda K. Krein Department of Psychology, Colorado State University, Fort Collins, Colorado, Che Kan Leong Department for the Education of Exceptional Children, University of Saskatchewan, Saskatoon, Saskatchewan S7N OWO, Canada Cathy F. Telzrow Cuyahoga Special Education Service Center, Maple Heights, Ohio Michael G. Tramontana Department of Psychology, Bradley Hospital, East Providence, Rhode Island 02915; and Department of Psychiatry and Human Behavior, Brown University, Providence, Rhode Island John C. Linton Department of Behavioral Medicine and Psychiatry, West Virginia University Medical Center-Charleston Division, Charleston, West Virginia Charles J. Long Psychology Department, Memphis State University, Memphis, Tennessee Lawrence V. Majovski Huntington Medical Research Institutes, Advanced Neurosurgical Laboratories, Pasadena, California Nancy L. Nussbaum Learning Diagnostic Center/ Austin Neurological Clinic, Austin, Texas Antonio E. Puente Department of Psychology, The University of North Carolina, Wilmington, North Carolina Marie L. Walker Department of Educational Psychology, University of Texas, Austin, Texas Timothy B. Whelan Department of Psychiatry, Bay State Medical Center, Springfield, Massachusetts 0 ll99 Greta N. Wilkening Department of Neurology, The Children's Hospital, Denver, Colorado Sheryl L. Wilson Department of Psychology, University of Arizona, Tucson, Arizona Robert Henley Woody Department of Psychology, University of Nebraska at Omaha, Omaha, Nebraska 68182

7 Preface Alexandra Luria sometimes would use one or two tests with a child and other times ten or fifteen tests. His diagnostic ability was unpredictable, irretrievable, and sometimes appeared magical. Attempts to copy his genius in assessment instruments or clinical methods have varied in success, and years later he still stands out as a unique and imaginative pioneer in clinical neuropsychology. Today we have come much further in our ability to assess children uniformly. We have a plethora of informal assessment instruments that can be given in clinics and in the schools to screen children, saving countless hours and money for parents, children, and the medical community. We have the latest sophisticated equipment that can scan the brain for pathology, giving precise localization of problems in a moment. This is certainly a time to celebrate in the development of the field of child neuropsychology. Although a relatively young field, clinical neuropsychology has moved far and fast and is now recognized as a necessity in most medical schools and in professional preparation programs in clinical, pediatric, and school psychology. Neuropsychology is also clearly present in the public schools and, although most prominent in the area of learning disabilities, contributes to all areas of handicapping conditions. Children with severe head injuries are no longer relegated to special schools or institutional settings. The child neuropsychologist, then, works in liaison with schools, not just in purely clinical settings. Never before has science worked in the schools. Thousands of school personnel actively assess soft neurological signs (that may or may not affect learning) and they communicate directly with child neurologists and neuropsychologists who evaluate the hard neuropsychological signs. This is definitely a field at work. The practice of clinical child neuropsychology remains an enigma in many ways. Children are growing and developing physically, neurologically, behaviorally, and emotionally, albeit in lawful if not well-understood ways, in uneven spurts, and not at all in concert across dimensions. Difficult problems such as localization, prognostication, and differential diagnosis of emotional versus brain-behavior problems with adults become geometrically more abstruse with the interactions present in the course of the child's development. This volume thus tries to take a developmental view in examining neuropsychological function and development that is both normal and abnormal. We also try to take a stand on the necessity of principles of scientific inquiry, psychometric methods, and clinical acumen as central to clinical aspects of child neuropsychology. None can stand alone; the volume presents diverse approaches ranging from the heavily clinical to the near actuarial. Ideally, this work will foster a melding of such ideas, practices, and concepts into stronger clinical practice. The work is eclectic in the theoretical approaches touted as well. There is no more complex problem in all of the sciences than understanding developing brain-behavior relations, and we have far to go. We also have much to offer, a good deal of which is reviewed and discussed-along with its limitations-in this Handbook. There is another side of the coin, however. There are many quasi-professionals with perhaps a weekend of training using neuropsychological assessment, overinterpreting the results, and scaring parents with pseudoscientific neurological interpretations. Clinical neuropsychology is young and popular and too many people fail to recognize appropriate educational standards or even the need for years of training and supervision. This Handbook also addresses these highly controversial issues. There are also heavy criticisms of neuropsychological assessment instruments, rehabilitative therapies, and the inferential level of neuropsychological research studies; there are even some who negate any objective involvement at all. This book is intended to serve the children who need neuropsychological services in several ways: ( 1) as a text for undergraduate and graduate courses in clinical child neuropsychology; (2) in a more general way, as a text that crosses all aspects of this rapidly growing field; (3) as a reference source to vii

8 viii PREFACE practitioners and professors in the discipline; and (4) as a potential "idea book" for researchers in the field. We feel that it is important to include varied aspects of opinion on proper clinical practice to represent the field faithfully. Clinical neuropsychology is too young for a consolidation of opinion that would give it a singular approach to practice. Knowledge is developing too rapidly as well to allow us such luxury. Unfortunately, this has led to a polemic-at time vitriolic-division of the field into divergent theory-driven camps. It is too easy, with a subject this size, to use reductionist tactics to forward a cause or ideology that may not be in the best interests of children. The radical behaviorist position, which seems to deny us the convenience of metaphor and the use of inferential constructs we see as so essential to the scientific process, is represented in a chapter by Reschly and Gresham. Although we find the views in the chapter myopic at best, it is an accurate portrayal of the behaviorist view of clinical neuropsychology and its application to disorders of learning. We have presented this disagreeable view to help provide balance and to show the contrasting stance of other theoretical positions. They are particularly harsh on the use of neuropsychology in educational settings, which seems appropriate because-in the remainder of the volume-we have included information not only on clinical applications in the schools but also on developing neuropsychology services in the public schools. For those who are in the field, we hope to have provided some exciting arguments from chapter to chapter. For those new to the field, we hope to have provided a grand but no less than geode understanding of the entire scope of the field. Part!-Foundations and Current Issues-gives an overview of the history and development of the field and introduces basic foundations such as measurement theory, neuropsychological frameworks such as hemispheric specialization, and bases for psychopathology. Part II addresses neuropsychological diagnosis. Part III focuses on techniques of intervention, and Part IV speaks to new aspects such as the neuropsychologist in private practice and establishing neuropsychological assessment and principles in the schools. We hope that the inclusion of so many applications to the public schools will not offend those in the field: After all, that is where the children are. We would like to express our appreciation to several people who aided us in the completion of this work. Angela Bailey, who.performs superbly as our administrative editor on a variety of projects, was instrumental in coordinating our own work and keeping track of many of the details of the project. Mike Ash and Victor Willson of the Department of Educational Psychology at Texas A&M University deserve appreciation for their moral support and the precious places they always fmd to house our special projects. To each of our families, we express our thanks for your patience in our hours away. C.R.R. would like to extend a special note of gratitude to Julia; E. F. J. expresses her appreciation to David, Emma, and C.R.R. We also extend appreciation to Lawrence Hartlage for the demonstration of his remarkable clinical acumen, which continues to interest us in this field. Eliot Werner, Senior Editor at Plenum, as always proved a valuable ally and supporter in the entire development of the work. Last, we are grateful to our authors, for without their hard work this Handbook would not exist. Cecil R. Reynolds Elaine Fletcher-Janzen

9 Contents I. Foundations and Current Issues 1. Historical Perspectives in the Development of Neuropsychology as a Professional Psychological Specialty ANTONIO E. PUENTE 2. Development ofthe Child's Brain and Behavior BRYAN KoLB AND BRYAN PANTIE 3. Higher Cortical Functions in Children: A Developmental Perspective LAWRENCE v. MAJOVSKI 4. Mechanisms and Development of Hemisphere Specialization in Children MARCEL I<INSBOURNE 5. Neuropsychology of Child Psychopathology MICHAEL G. TRAMONTANA AND STEPHEN R. HooPER 6. Neuropsychological Sequelae of Chronic Medical Disorders RICHARD A. BERG AND john C. LINTON 7. Neuropsychological Bases of Common Learning and Behavior Problems in Children MARION J. SELZ AND SHERYL L. WILSON 8. Measurement and Statistical Problems in NE:uropsychological Assessment of Children CECIL R. REYNOLDS ix

10 X CONTENTS 9. Models of Inference in Evaluating Brain-Behavior Relationships in Children 167 EILEEN B. FENNELL AND RUSSELL M. BAUER II. Neuropsychological Diagnosis 10. Halstead-Reitan Neuropsychological Test Batteries for Children 181 NANcY L. NussBAUM AND ERIN D. BIGLER 11. The Nebraska Neuropsychological Children's Battery CHARLES J. GOLDEN 12. Applications of the Kaufman Assessment Battery for Children (K-ABC) in Neuropsychological Assessment CECIL R. REYNOLDS, RANDY w. KAMPHAUS I AND BECKY L. ROSENTHAL 13. Neuropsychological Applications of Common Educational and Psychological Tests 227 CATHY F. TELZROW 14. Radiological Techniques in Neuropsychological Assessment ERIN D. BIGLER 15. Psychophysiological Evaluation of Children's Neuropsychological Disorders 265 THALIA HARMONY 16. Techniques of Localization in Child Neuropsychology 291 GRETA N. WILKENING 17. Neuropsychological Sequelae of Substance Abuse by Youths 311 ROBERT W. ELLIOTT III. Techniques of Intervention 18. Neuropsychological Models of Learning Disabilities: Contribution to Remediation 335 CHE I<AN LEONG

11 CONTENTS xi 19. Neuropsychological Approaches to the Remediation of Educational Deficits PHYLLIS ANNE TEETER 20. The Biofeedback Treatment of Neurological and Neuropsychological Disorders of Childhood and Adolescence ROBERT L. HODES 21. Approaches to the Cognitive Rehabilitation of Children with Neuropsychological Impairment JEFFREY w. GRAY AND RAYMOND s. DEAN 22. Neuropsychological Aspects of Epilepsy: Introduction and Overview LAWRENCE C. HARTLAGE AND PATRICIA L. HARTLAGE 23. The Neuropsychology of Epilepsy: ~sychological and Social Impact 419 THOMAS L. BENNETT AND LINDA K. KREIN 24. Neuropsychological Effects of Stimulant Medication on Children's Learning and Behavior RoNALD T. BROWN AND l<a THI A. BoRDEN 25. Nonstimulant Psychotropic Medication: Side Effects on Children's Cognition and Behavior MANUEL L. CEPEDA IV. New Aspects of Neuropsychology 26. Establishing Neuropsychology in a School Setting: Organization, Problems, and Benefits RUTH ADLOF HAAK 27. Current Neuropsychological Diagnosis of Learning Problems: A Leap of Faith DANIEL}. RESCHLY AND FRANK M. GRESHAM 28. Child Behavioral Neuropsychology 521 ARTHUR MAcNEILL HoRTON, JR.

12 xii CONTENTS 29. Coping and Adjustment of Children with Neurological Disorder TIMOTHY B. WHELAN AND MARIE L. WALKER 30. Child Neuropsychology in the Private Medical Practice 557 ERIN D. BIGLER AND NANCY L. NussBAUM 31. Public Policy and Legal Issues for Clinical Child Neuropsychology 573 ROBERT HENLEY WOODY 32. Training and Credentialing in Child Neuropsychology LAWRENCE C. HARTLAGE AND CHARLES J. LONG Index