ارزیابی و درمان کودکان آسیب‌دیدهٔ نوروسایکولوژیکی: درک کاربردهای بالینی پس از لوریا و ریتان

Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function. Describes executive functioning in normative and special needs children Outlines the contributions of Luria and Reitan, relating them to current developments in executive function Integrates qualitative and quantitative assessment measures Covers ADHD and executive functioning Includes children of all ages through teens Cover Evaluation and Treatment of Neuropsychologically Compromised Children Copyright Contributors About the authors About the editors Foreword Acknowledgments Janna Glozman, Ph.D., D.Sc. Darlyne G. Nemeth, Ph.D., M.P., M.P.A.P. Prologue 1 The contributions of Luria and Reitan to developmental neuropsychology and to the understanding of neuropsychologically co ... The contributions of Luria to developmental neuropsychology Developmental neuropsychology in Russia Developmental neuropsychology in America The contributions of Reitan to developmental neuropsychology Diagnostic case examples of neuropsychologically compromised children An example of Reitan-Indiana Neuropsychological Test Battery scoring Learning disabilities Mathematics (dyscalculia) Reading (dyslexia) Written language (dysgraphia) Attention deficit hyperactivity disorder (ADHD) Agenesis of the corpus callosum (ACC) Asperger’s syndrome Autism spectrum disorder Cognitive disorder secondary to epilepsy and cerebral palsy Global developmental delay with cognitive, affective, and behavioral dyscontrol Bipolar disorder Traumatic brain injury (TBI) Summary In conclusion References Further reading 2 Heritage of Reitan and Luria to 21st century developmental neuropsychology Introduction Ralph M. Reitan, pioneer of neuropsychological clinical practice. An ever-present teacher without even knowing it himself Alexander Luria, A theory for neuropsychological clinical practice. An ever-present teacher without even knowing Higher cortical functions in man and the regulatory role of language Systemic organization of higher cortical functions Dynamic organization of higher cortical functions Bottom-up development Luria’s concept of three functional blocks Lurian clinical-psychological investigation Reitan and Luria in the new clinical practice in developmental neuropsychology in the 21st century Neuropsychological habilitation Case study Case André: Syndrome of frontal lobe action control disorder In conclusion References 3 Integrating quantitative and qualitative measures with neuropsychological assessment and intervention Introduction Who needs neuropsychological assessment? How to assess? From description to measurement From measurement to analysis Analysis + measurement Case study Combined neuropsychological evaluation Patient’s general characteristics Assessment of motor activity Evaluation of gnostic functions Evaluation of verbal functions Memory assessment Evaluation of intellectual processes Conclusions Acknowledgment References Further reading 4 Combining qualitative and quantitative measures in the evaluation of executive functions in ADHD Introduction Rationale for the choice of measures Luria’s qualitative methods of neuropsychological assessment General characteristics of the child Assessment of mental activity Assessment of movements and actions Assessment of gnosis Assessment of verbal functions Assessment of memory Assessment of reasoning Conners’ scale Questionnaire of early child development Quantitative assessment measures The Hayling Test Numeric Stroop test (modified Stroop test) Daily Planning Test Iowa Gambling Task (test “Risk and benefits”) Results of evaluation of executive functions in ADHD Luria’s approach Quantitative methods Conclusion References Further reading 5 Ralph M. Reitan and the clinical interpretation of neuropsychological test data Introduction Research status Methodological contributions Test battery components The Category Test Tactual Performance Test Speech Sounds Perception Test Rhythm Test Trail Making Test Finger Tapping Test Reitan-Indiana Aphasia Screening Test Reitan-Klove Sensory-Perceptual Examination Reitan-Klove Lateral Dominance Examination Strength of Grip Additional tests for the HRNB Children’s versions General Neuropsychological Deficit Scale (GNDS) Alternative Impairment Index Children’s version of the AII Clinical interpretation of the HRNB Screening for brain damage Factor structure of the HRNB for older and younger children Conclusion References Further reading 6 Executive functions defined Background information The value of play in executive functions Learning emotional regulation via play Defining executive functions—American style Executive function questionnaires—An American perspective Executive function dysregulation profile Defining executive functions—Russian style Measuring executive functions–An American perspective Understanding executive functions from a Russian perspective Luria’s approach In conclusion References Further reading 7 Understanding “hot and cold” executive functions in children and adolescents Introduction Defining “hot and cold” executive functions The executive functioning dysregulation profile IQ versus EQ Anxiety and cognition Case illustration Depression and cognition Case illustration Conclusions References Further reading 8 Preparing children to learn through early intervention Introduction Alexander R. Luria Ralph M. Reitan Early intervention—Prenatal stage Early intervention—Postnatal Orientations to caregivers based on the spheres of SGSII Attachment and brain development Childhood interventions Luria’s functional system Recent studies Low birth weight Early stimulation Interactive activities Extreme vulnerability The importance of early intervention Conclusion References 9 The role of family in speech rehabilitation of children with learning disabilities: Clinical observations by Luria and Reitan Introduction Genetic and psychophysiological courses of stuttering Communication problems and stuttering Methods and techniques of speech remediation in children and adolescents with learning disabilities based on theories by Lu ... System of family relations and speech disturbances Family group logopsychotherapy by Nekrasova and Karpova Neuropsychological, psychological, and psychophysiological study of participants in family logopsychotherapy The results of a system inter- and multidisciplinary study of the brain mechanisms of stuttering in the context of logopsyc ... Lateral features in stutterers Retention of the results in the 6th month Using the Luria battery in assessment of communication in stuttering Involvement of family members of individuals in active participation during the remediation of verbal communication in fami ... Psychological mechanisms of the remediation process and general principles of social rehabilitation Conclusion Acknowledgments References Further reading 10 Formation of higher mental functions in children with special educational needs via social interaction Introduction Aim of research and methods Analysis of the results Some concluding remarks Summary References 11 Laying the framework for developing executive functions in tweens with learning disabilities Introduction A historical perspective Integrating the Luria and Reitan models of intervention Program description Measures/materials utilized Program outline Online math training software Methods and results Participant demographics Methods Results—Questionnaires Results—Objective measures The Brown The BRIEF-2 The BASC-3 Wrat-4 RBANS-update Hct Trails A and B Tova Behavioral observations Summary Limitations Acknowledgments References 12 Rebuilding executive functions in environmentally traumatized children and adolescents Introduction Conceptual and contextual framework Executive functions The context of a model of Russian neuropsychology The context of a model of American neuropsychology The anniversary wellness workshops in the wake of natural disaster: Association to the REHABIT system The multisensory approach Neurocognitive aspects of the workshop activities Restoring trust Insuring safety Assuring attention Moving energy Boosting self-esteem Storytelling Different learning styles Discussion The value of acknowledgment The value of processing anniversary reactions The value of the group format Long-lasting trauma Posttraumatic growth Neurocognition in a holistic view of disaster recovery interventions Stages of recovery Assessment Applications of wellness workshops in various cultures and settings Context of major policy agreements Recommendations Conclusions Appendix Acknowledgments References 13 Neuropsychological evaluation of children with complex medical concerns Pediatric neuropsychological evaluations Referral source and reason for referral Consider the setting Essential components of a neuropsychological evaluation The initial interview Records review The neuropsychological report Feedback and follow-up/reevaluation Complex pediatric medical conditions Complications associated with prematurity and/or low birth weight Pediatric cancer Acquired and traumatic brain injuries Special considerations for pediatric neuropsychologists Intellectual assessment batteries Performance validity tests Concluding comments The role of the pediatric neuropsychologist in interdisciplinary care Promoting resilience in children and families References 14 When medication may be helpful Introduction Neuroimaging studies and neurodiagnostic testing The process Frequently used measures The IEP meeting Are medications needed? What medications for what symptoms? Symptom-based approaches Attention deficit and hyperactivity disorders Sleep disorders Seizures and epilepsy Headaches Tic disorders Obsessive-compulsive disorders Aggressive behavior Drooling Constipation When pharmacogenomic studies help Medicine versus behavior modification References Further reading 15 Implications for the future Let us summarize the recommendations for the future Assessment Intervention Research References Further reading Epilogue Index A B C D E F G H I J K L M N O P Q R S T V W Y Z Back Cover __Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan__ defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function.