Handbook of Clinic al Child N europsychology. Second Edition

Transcription

1 Handbook of Clinic al Child N europsychology Second Edition

2 CRITICAL ISSUES IN NEUROPSYCHOLOGY Series Editors Antonio E. Puente University of North Carolina, Wilmington Current Volumes in this Series Cecil R. Reynolds Texas A&M University BEHAVIORAL INTERVENTIONS WITH BRAIN-INJURED CHILDREN A. MacNeill Horton, Jr. CLINICAL NEUROPSYCHOLOGICAL ASSESSMENT: A Cognitive Approach Edited by Robert L. Mapou and Jack Spector FAMILY SUPPORT PROGRAMS AND REHABILITATION: A Cognitive-Behavioral Approach to Traumatic Brain Injury Louise Margaret Smith and Hamish P. D. Godfrey HANDBOOK OF CLINICAL CHILD NEUROPSYCHOLOGY, Second Edition Edited by Ceci! R. Reynolds and Elaine Fletcher-Janzen NEUROPSYCHOLOGICAL EXPLORATIONS OF MEMORY AND COGNITION: Essays in Honor of Nelson Butters Edited by Laird S. Cermak NEUROPSYCHOLOGICAL TOXICOLOGY: Identification and Assessment of Human Neurotoxic Syndromes, Second Edition David E. Hartman A PRACTICAL GUIDE TO HEAD INJURY REHABILITATION: A Focus on Postacute Residential Treatment Michael D. Wesolowski and Arnie H. Zencius THE PRACTICE OF FORENSIC NEUROPSYCHOLOGY: Meeting Challenges in the Courtroom Edited by Robert J. McCaffrey, Arthur D. Williams, Jerid M. Fisher, and Linda C. Laing PRACTITIONER'S GUIDE TO CLINICAL NEUROPSYCHOLOGY Robert M. Anderson, Jr. 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 Clinic al Child N europsychology Second Edition Edited by Cecil R. Reynolds Texas A&M University Col/ege Station, Texas and Elaine Fletcher-Janzen The Brown Schools of West Texas Midland, Texas Springer Science+Business Media, LLC

4 L1brary of Congress Catalog1ng-1n-Pub11cat1on Data Handbook of clinical child neuropsychology 1 edited by Cecil R. Reynolds and Elaine Fletcher-Janzen. -- 2nd ed. p. cm. -- <Critica! issues in neuropsychologyl Includes bibliographical references and index. ISBN ISBN (ebook) DOI / Pediatric neuropsuchologu. I. Reynolds, C cil R., II. Fletcher-Janzen, Elaine. III. Series. [DNLM. 1. Developmental Disabi 1 ities--diagnosis. 2. Developmental Disabilities--therapy. 3. Brain--growth & development. 4. Child Behavior. 5. Neuropsychological Tests--in infancy & childhood. 6. Neuropsychology. ~ S H ] RJ486.5.H '89--dc21 DNLM/DLC for Library of Congress CIP ISBN , 1989 Springer Science+Business Media New York Originally published by Plenum Press, New York in 1997 Softcover reprint of the hardcover 2nd edition Ali 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 Russell M. Bauer Department of Clinica! and Health Psychology, University of Florida, Gainesville, Florida Thomas L. Bennett Department of Psychology, Colorado State University, Ft. Collins, Colorado Richard A. Berg Wilmington Health Associates, Wilmington, North Carolina Erin D. Bigler Department of Psychology, Brigham Young University, Provo, Utah 84602; and LDS Hospital, Salt Lake City, Utah Carol A. Boliek National Center for Neurogenic Communication Disorders, University of Arizona, Tucson, Arizona Thomas J. Boli Department of Psychology, University of Alabama at Birmingham, Birmingham, Alabama Richard S. Boyer Department of Radiology, Primary Children's Medical Center, Salt Lake City, Utah84113 Ronald T. Brown Departments of Psychiatry and Behavioral Sciences and Pediatrics, Emory University, Atlanta, Georgia Robert B. Burr Neurology, Learning and Behavior Center, and Department of Neurosurgery, University of Utah Medical Center, Salt Lake City, Utah Manuel L. Cepeda Department of Psychiatry, College of Medicine, University of South Alabama, Mobile, Alabama Rik Cari D' Amato Division of Professional Psychology, University of Northern Colorado, Greeley, Colorado Raymond S. Dean Neuropsychology Laboratory, Ball State University, Muncie, Indiana Arden D. Dingle Departments of Psychiatry and Behavioral Sciences and Pediatrics, Emory University, Atlanta, Georgia Elizabeth Dreelin Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, Georgia Robert William Elliott Department of Student Services, Redondo Beach Unified School District, Redondo Beach, California Bryan Fantie Department of Psychology, American University, Washington, DC Eileen B. Fennell Department of Clinica! and Health Psychology, University of Florida, Gainesville, Florida Elaine Fletcher-Janzen The Brown Schools of West Texas, Midland, Texas Heather A. Foley Department of Psychology, Brigham Young University, Provo, Utah V

6 vi CONTRIBUTORS Barbara C. Gelder Neuropsychology Laboratory, Ball State University, Muncie, Indiana47306 Charles J, Golden Center for Psychological Services, Nova Southeastern University, Fort Lauderdale, Florida Ruth Adlof Haak Eanes Independent School District, Austin, Texas Thalia Harmony Neurosciences Research Program, ENEP Iztacala, National University of Mexico, Mexico City 03710, Mexico Lawrence C. Hartlage Augusta Neuropsychology Center, Evans, Georgia Patricia L. Hartlage Section of Child Neurology, Medical College of Georgia, Augusta, Georgia Jennifer R. Hiemenz Department of Educational Psychology, University of Georgia, Athens, Georgia Maile R. Ho Department of Psychology, Colorado State University, Ft. Collins, Colorado Robert L. Hodes Department of Neurology, University of Wisconsin-Madison, Madison, Wisconsin Stephen R. Hooper Department ofpsychiatry and the Clinica! Center for the Study of Deve1opment and Learning, University of North Carolina, Chapel Hill, North Carolina Arthur MacNeill Horton, Jr. Psych Associates, Towson, Maryland George W. Hynd Center for Clinica! and Developmental Neuropsychology, University of Georgia, Athens, Georgia Elizabeth Murdoch James Department of Educational Psychology, Texas A&M University, College Station, Texas H. Dennis Kade Psychology Department, Cumberland Hospital for Children andadolescents, New Kent, Virginia Randy W. Kamphaus Department of Educational Psychology, University of Georgia, Athens, Georgia Marcel Kinsbourne New School for Social Research, New York, New York Bryan Kolb Department of Psychology, University of Lethbridge, Lethbridge, Alberta T1 K 3M4, Canada John C. Linton Department of Behavioral Medicine and Psychiatry, West Virginia University Health Sciences Center, Charleston, West Virginia Ronald B. Livingston Department of Psychology, University of Texas at Tyler, Tyler, Texas Antolin M. Llorente Department of Pediatrics, Baylor College of Medicine, and Texas Children's Hospital, Houston, Texas Charles J, Long Psychology Department, The University of Memphis, Memphis, Tennessee Christine M. LoPresti Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, California Lawrence V. Majovski Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Harbor View Medical Center, Seattle, Washington Kenneth D. McCoy Neuropsychology Laboratory, Ball State University, Muncie, Indiana47306 Allison E. Morgan Center for Clinica! and Developmental Neuropsychology, University of Georgia, Athens, Georgia 30602

7 CONTRIBUTORS vii Juan Manuel Munoz-Cespedes Departamento de Psicologia Basica (Procesos Cognitivas), Universidad Complutense de Madrid, Madrid, Spain David E. Nilsson Neurology, Learning and Behavior Center, Salt Lake City, Utah 84102; and Primary Children's Hospital, Provo, Utah Nancy L. Nussbaum Austin Neurological Clinic, Austin, Texas John E. Obrzut Department of Educational Psychology, College of Education, University of Arizona, Tucson, Arizona Antonio E. Puente Department of Psychology, University of North Carolina at Wilmington, Wilmington, North Carolina Cecil R. Reynolds Department of Educational Psychology, Texas A&M University, College Station, Texas Robert L. Rhodes School Psychology Program, Special Education!Communication Disorders Department, New Mexico State University, Las Cruces, New.Mexico Becky L. Rosenthal Intermediate Educational Cooperative, Du Page, Illinois Barbara A. Rothlisberg Department of Educational Psychology, Ball State University, Muncie, Indiana Paul Satz Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, California Marion Selz Carondelet Rehabilitation Services of Arizona, Tucson, Arizona Margaret Semrud-Ciikeman Department of Neurology, University of Minnesota Medical School, Minneapolis, Minnesota Maria Sol Mora University of North Carolina at Wilmington, Wilmington, North Carolina 28406; and Universidad de San Francisco, Quito, Ecuador Lisa Stanford Department of Psychiatry and Psychology, Cleveland Clinic Foundation, Cleveland, OH Phyllis Anne Teeter Department of Educational Psychology, University of Wisconsin Milwaukee, Milwaukee, Wisconsin Michael G. Tramontana Division of Child and Adolescent Psychiatry, Vanderbilt University, Nashville, Tennessee Renee E. VanHorn Neuropsycho1ogy Laboratory, Ball State University, Muncie, Indiana47306 Melanie Vaughn Department of Educational Psychology, University of Georgia, Athens, Georgia Marie L. Walker Austin Neurological Clinic, Austin, Texas Timothy B. Whelan Department of Psychiatry, Baystate Medical Center, Springfield, Massachusetts O 1199 Austin R. Woodard Department of Neurology, University of Wisconsin-Madison, Madison, Wisconsin Robert Henley Woody Department of Psychology, University of Nebraska at Omaha, Omaha, Nebraska

8 Preface to the Second Edition The first edition of the Handbook of Clinica! Child Neuropsychology was printed in At that time, we thought that the concept of experts in the field coming together to mine the depths of child neuropsychology was appealing and necessary. The success of the first edition of the Handbook proved that others thought the same. Indeed, it appeared that the field of child neuropsychology was thirsty for seminal works that pushed our knowledge about the neuropsychology of these "moving targets" called children forward. We waited for a rush of criticism about some of the more extreme views expres sed in the first edition: None carne. We waited for other volumes to appear: None appeared. Hence, we introduce the second edition of the Handbook of Clinica[ Child Neuropsychology. In general, the reader who is familiar with the first edition will note that we requested updates of approximately two-thirds of the original chapters. Most of those chapters retain much of the original material with!ater developments and current data woven into the text. On the other hand, other authors ran a bit amok and completely revised their chapters because they had reviewed previous conceptualizations and decided that newer formats would better address the topic at hand. Thalfa Harmony, for example, stretched the psychophysiological examination of neuropsychological disorders and delved into the arena of subclinical seizures and transient cognitive impairment. Erin Bigler and colleagues' chapter on neuroimaging reflects the exciting changes in imaging in the past few years, and Thomas Bennett and Maile Ho's inclusion of the ketogenic diet for seizure disorders suggests a new treatment choice for those with intractible seizures. On the whole, the authors used the opportunity to take a serious look at the content and organization of their chapters and applied the benefits of their leaming from the past halfdozen years. As for new chapters, the reader will note that we have included severa! chapters on pediatric traumatic brain injury that clearly document the continuum of care from trauma to school reentry. Tom Boli and Lisa Stanford address the mechanisms of brain injury; Elaine Fletcher-Janzen and Dennis Kade address inpatient treatment of children with traumatic brain injury; Kenneth McCoy, Barbara Gelder, Renee VanHom, and Raymond Dean expand their ideas about cognitive rehabilitation; and Ruth Haak and Ron Livingston complete the cycle of treatment with an examination of school reentry and management of traumatic brain injury now that it is an "official" handicapping condition in the public schools. Attention deficit hyperactivity disorder is addressed in a comprehensive forum by Carol Boliek and Jack Obrzut, and George Hynd, Allison Morgan, and Melanie Vaughn make an important addition with their chapter on neurodevelopmental anomalies and malformations. A sad commentary on our time but an exciting array of clinically relevant research findings is reflected in a new chapter about neuropsychological and neurobehavioral sequelae associated with pediatric HIV infection written by Antolin Llorente, Christine LoPresti, and Paul Satz. In addition, a welcome topic that was not addressed in the past edition is the assessment of memory in childhood by Ceci! Reynolds and Erin Bigler. We also carne to the conclusion that any book about children and brain-behavior relationships could not go forward without addressing the multicultural aspects of assessment and treatment. Antonio Puente, Maria Sol Mora, and Juan Munoz Cespedes review the neuropsychological assessment of Spanish-speaking children and youth in this volume. We hope that this is the beginning of our conscious commitment to the appreciation of cultural diversity within our profession and charge others in the field to do the same: There is much work for neuropsychology to do in this area. ix

9 x PREFACE TO THE SECOND EDITION We have kept the format of the book essentially the same as the first edition. Part 1 addresses Foundations and Current Issues and gives an overview of the history and development of the field and introduces foundations such as hemispheric specialization and neuroanatomy. Part II addresses Neuropsychological Diagnosis and includes information about subjects from diagnostic imaging to interpretation of common educational tests. Part III, Techniques of lntervention, focuses on subjects such as cognitive rehabilitation, biofeedback, and the pharmacology of seizure disorders. Part IV has been changed from New Aspects of Neuropsychology to Special Topics in Clinica! Child Neuropsychology to describe more accurately the breadth of topics in this section. As usual, there are many individuals to thank. Of course, we are indebted greatly to the chapter authors for this edition. The dedication and brilliance of ali of the authors are acknowledged and appreciated. Elaine wishes to thank David, Emma, and Leif for their support and encouragement. To Julia, Cecii continues to owe his unending gratitude for her confidence and support but most of ali her love and companionship which keep him centered. Our new Plenum Editor, Mariclaire Cloutier, deserves our appreciation for her support, humor, and tenacity in seeing us through the production process. To Eliot Werner, original Plenum Editor, we express our thanks for encouraging us to do this second edition. Cecil R. Reynolds Elaine Fletcher-Janzen

10 Preface to the First Edition 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 magica!. Attempts to copy his genius in assessment instruments or clinica! methods have varied in success, and years!ater he stil! stands out as a unique and imaginative pioneer in clinica! neuropsychology. Today we ha ve 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, clinica! neuropsychology has moved far and fast and is now recognized as a necessity in most medical schools and in professional preparation programs in clinica!, pediatric, and school psychology. Neuropsychology is also clearly present in the public schools and, although most prominent in the area of leaming disabilities, contributes to ali 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, notjust in purely clinica! settings. Never before has science worked in the schools. Thousands of school personnel actively assess soft neurological signs (that may or may not affect leaming) 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 clinica! 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 ali 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 clinica! acumen as central to clinica! aspects of child neuropsychology. None can stand alone; the volume presents diverse approaches ranging from the heavily clinica! to the near actuarial. Ideally, this work will foster a melding of such ideas, practices, and concepts into stronger clinica! practice. The work is eclectic in the theoretical approaches touted as well. There is no more complex problem in ali 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. Clinica! 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 inferentiallevel of neuropsychological xi

11 xii PREFACE TO THE FIRST EDITION research studies; there are even some who negate any objective involvement at ali. This book is intended to serve the children who need neuropsychological services in severa! ways; (1) as a text for undergraduate and graduate courses in clinica! child neuropsychology; (2) in a more general way, as a text that crosses ali aspects of this rapidly growing field; (3) as a reference source to practitioners and professors in the discipline; and (4) as a potential "idea book" for researchers in the field. We feei that it is important to include varied aspects of opinion on proper clinica! practice to represent the field faithfuliy. Clinica! neuropsychology is too young for a consolidation of opinion that would give it a singular approach to practice. Knowledge is developing too rapidly as weli to allow us such luxury. Unfortunately, this has led to a polemic-at times 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 clinica! neuropsychology and its application to disorders of leaming. We ha ve 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 ha ve included information not only on clinica! applications in the schools but also on developing neuropsychology services in the public schools. For those who are in the field, we hope to ha ve 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 gentle understanding of the entire scope of the field. Part I-Foundations and Current Issuesgives 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 ali, that is where the children are. We would like to express our appreciation to severa! 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 find 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 clinica! acumen, which continues to interest us in this field. Eliot Wemer, Senior Editor at Plenum, as always proved a valuable aliy 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

12 Contents 1. Foundations and Current lssues 1. Development of Neuropsycho1ogy as a Professional Psychological Specialty: History, Training, and Credentialing LAWRENCE C. HARTLAGE AND CHARLES J. LONG 2. Development of the Child's Brain and Behavior 17 BRYAN KOLB AND BRYAN FANTIE 3. Neurodevelopmental Anomalies and Malformations 42 GEORGE W. HYND, ALLISON E. MoRGAN, AND MELANIE VAUGHN 4. Development of Higher Brain Functions in Children: Neural, Cognitive, and Behavioral Perspectives LAWRENCE V. MAJOVSKI 5. Mechanisms and Development of Cerebral Lateralization in Children MARCEL KINSBOURNE 6. Neuropsychology of Child Psychopathology MICHAEL G. TRAMONTANA AND STEPHEN R. HOOPER 7. Pediatric Brain Injury: Mechanisms and Amelioration THOMAS J. BoLL AND LISA D. STANFORD 8. Neuropsychologica1 Bases of Common Leaming and Behavior Problems in Children ELIZABETH MURDOCH JAMES AND MARION SELZ 9. Measurement and Statistica! Problems in Neuropsychological Assessment of Children CECIL R. REYNOLDS xiii

13 xiv CONTENTS 10. Models oflnference in Evaluating Brain-Behavior Relationships in Children 204 EILEEN B. FENNELL ANo RussELL M. BAUER II. Neuropsychological Diagnosis 11. Halstead-Reitan Neuropsychological Test Batteries for Children NANCY L. NUSSBAUM ANO ERIN D. BIGLER 12. The Nebraska Neuropsychological Children's Battery CHARLES J. GOLDEN 13. Applications of the Kaufman Assessment Battery for Children (K-ABC) in Neuropsychological Assessment CECIL R. REYNOLDS, RANDY W. KAMPHAUS, BECKY L. ROSENTHAL, ANO JENNIFER R. HIEMENZ 14. Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests RIK CARL D' AMATO, BARBARA A. ROTHLISBERG, ANO ROBERT L. RHODES 15. Clinica! Neuropsychological Assessment of Child and Adolescent Memory with the Test of Memory and Leaming CECIL R. REYNOLDS ANO ERIN D. BIGLER 16. Assessment of Behavior and Personality in the Neuropsychological Diagnosis of Children MARGARET SEMRUD-CLIKEMAN, RANDY W. KAMPHAUS, PHYLLIS ANNE TEETER, ANO MELANIE VAUGHN 17. Neuroimaging in Pediatric Neuropsychology ERIN D. BIGLER, DAviDE. NILSSON, RoBERT B. BuRR, AND RICHARD S. BoYER 18. Psychophysiological Evaluation of Neuropsychological Disorders in Children THALIA HARMONY 19. Neuropsychological Assessment of Spanish-Speaking Children and Youth ANTONIO E. PUENTE, MARIA SOL MORA, ANO JUAN MANUEL MUNOZ-CESPEDES

14 CONTENTS XV III. Techniques of Intervention 20. Neurocognitive Interventions for Childhood and Adolescent Oisorders: A Transactional Model PHYLLIS ANNE TEETER 21. The Biofeedback Treatment of Neurological and Neuropsychological Oisorders of Childhood and Adolescence RoBERT L. HonEs AND AusTIN R. WoonARD 22. Approaches to the Cognitive Rehabilitation of Children with Neuropsychological lmpairment KENNETH O. McCoY, BARBARA C. GELDER, RENEE E. VANHORN, AND RAYMOND S. OEAN 23. Pediatric Brain Injury Rehabilitation in a Neurodevelopmental Milieu 452 ELAINE FLETCHER-JANZEN AND H. 0ENNIS KADE 24. Treating Traumatic Brain Injury in the Schools: Mandates and Methods RUTH ADLOF HAAK AND RONALD B. LIVINGSTON 25. The Neuropsychology of Epilepsy: Overview and Psychosocial Aspects PATRICIA L. HARTLAGE AND LAWRENCE C. HARTLAGE 26. The Neuropsychology of Pediatric Epilepsy and Antiepileptic Drugs THOMAS L. BENNETT AND MAlLE R. Ho 27. Neuropsychological Effects of Stimulant Medication on Children's Leaming and Behavior RONALD T. BROWN, ELIZABETH DREELIN, AND ARDEN 0. 0INGLE 28. Nonstimulant Psychotropic Medication: Oesired Effects and Cognitive/ Behavioral Adverse Effects MANUEL L. CEPEDA 29. Neuropsychological Sequelae of Substance Abuse by Children and Youth ROBERT WILLIAM ELLIOTT

15 xvi CONTENTS IV. Special Topics in Clinical Child Neuropsychology 30. Neuropsychological Aspects of Attention Deficit/Hyperactivity Disorder CAROL A. BOLIEK ANO JOHN E. 0BRZUT 31. Neuropsychological and Neurobehavioral Sequelae Associated with Pediatric HIV Infection ANTOLIN M. LLORENTE, CHRISTINE M. LoPRESTI, AND PAUL SATZ 32. Child Behavioral Neuropsychology: Update and Further Considerations ARTHUR MACNEILL HORTON, JR. 33. Neuropsychological Sequelae of Chronic Medical Disorders in Children and Youth RICHARD A. BERG ANO JOHN C. LINTON 34. Coping and Adjustment of Children with Neurological Disorder TIMOTHY B. WHELAN ANO MARIE L. WALKER 35. Psycholegal Issues for Clinica! Child Neuropsychology ROBERT HENLEY WOODY 36. Child Neuropsychology in the Private Medical Practice ERIN D. BIGLER, NANCY L. NUSSBAUM, ANO HEATHERA. FOLEY Index

16 Handbook of Clinic al Child Neuropsychology Second Edition