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Pediatric Neuropsychology Case Studies: From the Exceptional to the Commonplace |
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Title Page |
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Preface |
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Contents |
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Contributors |
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Part I: Dangers of Childhood: Neurological Disorders |
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Chapter 1 |
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Beating the Odds: Prematurity and Posthemorrhagic Hydrocephalus |
15 |
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Test Results |
17 |
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Formulation and Recommendations |
20 |
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Additional Resources |
22 |
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Key Concepts and Terms |
22 |
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References |
23 |
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Resources for Clinicians |
23 |
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Resources for Families |
23 |
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Chapter 2 |
24 |
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Never, Ever Shake a Baby: Pass It On |
24 |
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History and Reason for Referral |
25 |
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Test Results |
27 |
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Formulation and Recommendations |
30 |
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Update |
32 |
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Additional Resources |
32 |
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Key Concepts and Terms |
32 |
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References |
33 |
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Resources for Clinicians |
33 |
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Resources for Families |
33 |
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Chapter 3 |
34 |
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Grand Larceny in the First Grade: Traumatic Brain Injury in the School-Aged Years |
34 |
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Test Results |
36 |
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Formulation and Recommendations |
38 |
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School Placement |
39 |
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Behavior |
40 |
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Adjunctive Support |
40 |
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Update |
41 |
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Additional Resources |
41 |
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Key Concepts and Terms |
41 |
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References |
42 |
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Resources for Clinicians |
42 |
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Resources for Families |
42 |
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Chapter 4 |
43 |
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A Slippery Descent: Adolescent Traumatic Brain Injury |
43 |
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Test Results |
45 |
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Formulation and Recommendations |
48 |
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Update |
51 |
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Additional Resources |
51 |
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Key Concepts and Terms |
51 |
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References |
51 |
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Resources for Clinicians |
51 |
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Chapter 5 |
53 |
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Steamrolled: Sports-Related Concussions |
53 |
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Test Results |
55 |
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Formulation and Recommendations |
56 |
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Additional Resources |
58 |
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Key Concepts and Terms |
58 |
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References |
59 |
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Resources for Clinicians |
59 |
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Resources for Families |
59 |
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Chapter 6 |
60 |
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Bad Signs: Sickle-Cell Disease and Stroke |
60 |
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Test Results |
61 |
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Initial Evaluation |
61 |
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Follow-up Evaluation |
62 |
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Formulation and Recommendations |
63 |
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Additional Resources |
66 |
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Key Concepts and Terms |
66 |
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References |
66 |
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Resources for Clinicians |
66 |
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Resources for Families |
67 |
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Chapter 7 |
68 |
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Life Interrupted: Medulloblastoma |
68 |
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Test Results |
70 |
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Formulation and Recommendations |
72 |
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Update |
75 |
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Additional Resources |
76 |
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Key Concepts and Terms |
76 |
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References |
76 |
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Resources for Clinicians |
76 |
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Resources for Families |
77 |
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Chapter 8 |
78 |
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The Mystery of the Falling Grades: Seizure Disorder |
78 |
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Test Results |
80 |
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Formulation and Recommendations |
83 |
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Additional Resources |
84 |
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Key Concepts and Terms |
84 |
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References |
84 |
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Resources for Clinicians |
84 |
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Resources for Families |
85 |
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Chapter 9 |
86 |
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When Half a Brain is Better than One: Recurrent Seizures |
86 |
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Test Results |
89 |
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Formulation and Recommendations |
92 |
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Additional Resources |
93 |
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Key Concepts and Terms |
93 |
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References |
94 |
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Resources for Clinicians |
94 |
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Resources for Families |
94 |
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Chapter 10 |
95 |
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Pathological Left-Handedness: Stroke and Seizures |
95 |
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Test Results |
96 |
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Formulation and Recommendations |
98 |
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Additional Resources |
102 |
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Key Concepts and Terms |
102 |
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References |
102 |
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Resources for Clinicians |
102 |
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Resources for Families |
103 |
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Chapter 11 |
104 |
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Moving Forward: Psychotherapy with a Youth After Brain Injury |
104 |
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Test Results |
106 |
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Formulation and Recommendations |
107 |
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Update |
112 |
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Additional Resources |
113 |
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Key Concepts and Terms |
113 |
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References |
114 |
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Resources for Clinicians |
114 |
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Resources for Families |
114 |
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Chapter 12 |
115 |
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Family Matters: Psychosocial Factors on Neuropsychological Outcome |
115 |
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Test Results |
117 |
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Formulation and Recommendations |
121 |
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Update |
123 |
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Additional Resources |
123 |
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Key Concepts and Terms |
123 |
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References |
124 |
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Resources for Clinicians |
124 |
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Resources for Families |
125 |
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Chapter 13 |
126 |
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Dog Attack: Physical Trauma with Associated Brain Injury |
126 |
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Test Results |
128 |
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Formulation and Recommendations |
129 |
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Additional Resources |
132 |
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Key Concepts and Terms |
132 |
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References |
133 |
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Resources for Clinicians |
133 |
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Resources for Families |
133 |
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Chapter 14 |
134 |
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Back to Life: Anoxic Brain Damage in a Near Drowning |
134 |
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Test Results |
135 |
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Formulation and Recommendations |
139 |
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Additional Resources |
141 |
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Key Concepts and Terms |
141 |
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References |
142 |
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Resources for Clinicians |
142 |
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Resources for Families |
142 |
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Part II: How It Can All Go Wrong: Developmental Disorders |
143 |
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Chapter 15 |
145 |
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The Energizer Bunny Meets Shirley Temple: Attention Deficit Hyperactivity Disorder, Combined Type |
145 |
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Conceptual Diagnostic Background |
146 |
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Test Results |
147 |
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Formulation and Recommendations |
150 |
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Additional Resources |
152 |
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Key Concepts and Terms |
152 |
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References |
152 |
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Resources for Clinicians |
152 |
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Chapter 16 |
154 |
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‘‘He is not Working up to Potential’’: Atypical Attention Deficit Hyperactivity Disorder with Executive Weaknesses |
154 |
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Test Results |
155 |
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Formulation and Recommendations |
158 |
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Additional Resources |
160 |
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Key Concepts and Terms |
160 |
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References |
161 |
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Resources for Clinicians |
161 |
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Resources for Families |
161 |
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Chapter 17 |
162 |
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Sorting Sounds: Reading Disability with Phonological Awareness Deficit |
162 |
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Test Results |
163 |
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Formulation and Recommendations |
165 |
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Update |
167 |
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Additional Resources |
168 |
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Key Concepts and Terms |
168 |
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References |
168 |
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Resources for Clinicians |
168 |
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Chapter 18 |
170 |
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Well Compensated But Never Quite Solved: Lingering Dyslexia |
170 |
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Third Grade Test Results |
170 |
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Third Grade Formulation and Recommendations |
172 |
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Eighth Grade Test Results, Formulation, and Recommendations |
173 |
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Eleventh Grade Test Results |
175 |
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Eleventh Grade Formulation and Recommendations |
176 |
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Update |
176 |
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Additional Resources |
177 |
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Key Concepts and Terms |
177 |
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References |
177 |
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Resources for Clinicians |
177 |
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Resources for Families |
177 |
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Chapter 19 |
178 |
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Emily Confronts Her Fiercest Bear: Word Reading Disorder with Naming Speed and Phonological Deficits |
178 |
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Test Results |
180 |
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Formulation and Recommendations |
183 |
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Recommendations Targeting Specific Layers of Naming Speed |
186 |
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Sublexical/Word Part Level Automaticity: |
186 |
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Sublexical/Word Part Level Automaticity: |
186 |
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Word and Sentence Level Fluency: |
187 |
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Word and Sentence Level Fluency/Semantic Development: |
187 |
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Word and Sentence Fluency/Semantic Development: |
188 |
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Word and Sentence Fluency/Semantic Development: |
188 |
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Semantic Development: |
188 |
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Additional Resources |
189 |
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Key Concepts and Terms |
189 |
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References |
190 |
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Resources for Clinicians and Families |
190 |
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Naming Speed/Fluency and Phonological Interventions |
190 |
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Benchmark Word Identification/Vocabulary and Word Detective Programs: |
191 |
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Systematic Sequential Phonics They Use (Cunningham): |
191 |
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Resources for Families |
192 |
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Chapter 20 |
193 |
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A Tale of Two Assessments: Reading Fluency |
193 |
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Initial Test Results |
194 |
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Initial Formulation and Recommendations |
194 |
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Second Test Results |
197 |
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Second Formulation and Recommendations |
197 |
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Discussion |
199 |
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Additional Resources |
200 |
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Key Concepts and Terms |
200 |
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References |
201 |
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Resources for Clinicians |
201 |
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Resources for Families |
201 |
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Chapter 21 |
202 |
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Lost in Space: Nonverbal Learning Disability |
202 |
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Test Results |
204 |
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Formulation and Recommendations |
211 |
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Update |
214 |
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Additional Resources |
215 |
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Key Concepts and Terms |
215 |
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References |
215 |
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Resources for Clinicians |
215 |
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Resources for Families |
216 |
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Chapter 22 |
217 |
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Beyond Diagnosis: Applied Behavior Analysis Treatment of Moderate Autism Spectrum Disorder |
217 |
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Test Results |
218 |
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Formulation and Recommendations |
219 |
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Update |
227 |
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Additional Resources |
228 |
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Key Concepts and Terms |
228 |
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References |
228 |
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Resources for Clinicians |
228 |
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Resources for Families |
229 |
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Chapter 23 |
230 |
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When Quirks and Quick Learning Create a Quandary: Mild Autism |
230 |
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Assessment |
233 |
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Test Results |
233 |
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Formulation and Recommendations |
239 |
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Additional Resources |
241 |
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Key Concepts and Terms |
241 |
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References |
242 |
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Resources for Clinicians |
242 |
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Resources for Families |
242 |
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Chapter 24 |
243 |
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On Eggshells: Pediatric Bipolar Disorder |
243 |
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Test Results |
245 |
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Formulation and Recommendations |
247 |
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Additional Resources |
250 |
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Key Concepts and Terms |
250 |
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References |
250 |
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Resources for Clinicians |
250 |
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Resources for Families |
251 |
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Chapter 25 |
252 |
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It Helps to Know Genetic Basis: Williams Syndrome as an Example of Cognitive Disability |
252 |
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Test Results |
253 |
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Formulation and Recommendations |
257 |
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Recommendations for Academic Progress |
258 |
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Recommendations for Psychosocial Function |
259 |
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Discussion |
260 |
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Additional Resources |
261 |
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Key Concepts and Terms |
261 |
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References |
262 |
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Resources for Clinicians |
262 |
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Resources for Families |
262 |
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Chapter 26 |
263 |
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Mixed Bag: Tics, Compulsions, and More |
263 |
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Initial Test Results |
264 |
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Initial Formulation and Recommendations |
265 |
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Second Test Results |
266 |
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Second Formulation and Recommendations |
269 |
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Update |
271 |
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Additional Resources |
271 |
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Key Concepts and Terms |
271 |
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References |
272 |
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Resources for Clinicians |
272 |
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Resources for Families |
272 |
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Part III: Things that Go Bump in the Night: Interesting Questions and Controversies for Our Field |
274 |
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Chapter 27 |
276 |
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A ‘‘Sensational’’ Way to Understand and Serve Children: Illustration of a Sensory Processing Model |
276 |
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Introduction |
276 |
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Historical–Theoretical Perspectives |
276 |
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Contemporary Conceptual Perspectives |
277 |
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Sensory Profile Measures |
280 |
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History and Reason for Referral |
281 |
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Test Results |
281 |
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Formulation and Recommendations |
284 |
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Additional Issues |
285 |
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Additional Resources |
286 |
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Key Concepts and Terms |
286 |
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References |
287 |
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Resources for Clinicians and Families |
287 |
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Appendix |
287 |
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Chapter 28 |
290 |
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Sense and Sensibility: Relating Behavior Control Issues with Self-Regulation of Sensory Input |
290 |
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Test Results |
292 |
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Formulation and Recommendations |
297 |
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Supporting Schoolwork |
299 |
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Supporting Social Participation |
299 |
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Psychotherapy and Parent Coaching |
300 |
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Further Medical Evaluation |
300 |
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Additional Resources |
301 |
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Key Concepts and Terms |
301 |
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References |
301 |
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Resources for Clinicians and Families |
301 |
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Chapter 29 |
302 |
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Elusive, Inclusive, or Conclusive? (Central) Auditory Processing Disorder |
302 |
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Test Results, Formulation, and Recommendations |
305 |
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Update |
316 |
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Additional Resources |
317 |
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Key Concepts and Terms |
317 |
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References |
318 |
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Resources for Clinicians |
318 |
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Resources for Families |
318 |
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Chapter 30 |
319 |
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A Little of This, A Little of That: (Central) Auditory Processing Disorder |
319 |
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Test Results |
320 |
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Formulation and Recommendations |
323 |
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Additional Resources |
327 |
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Key Concepts and Terms |
327 |
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References |
327 |
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Resources for Clinicians |
327 |
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Resources for Families |
328 |
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Chapter 31 |
329 |
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A Hunt for the Elusive Neuropsychological Impairment: Conversion Disorder |
329 |
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Test Results |
331 |
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Formulation and Recommendations |
332 |
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Additional Resources |
335 |
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Key Concepts and Terms |
335 |
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References |
335 |
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Resources for Clinicians and Families |
335 |
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Chapter 32 |
337 |
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A Mystery of Perplexing Symptoms: Neuropsychological Assessment in a Case of Dysautonomia |
337 |
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Test Results |
339 |
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Formulation and Recommendations |
341 |
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Additional Resources |
343 |
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Key Concepts and Terms |
343 |
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References |
344 |
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Resources for Clinicians |
344 |
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Resources for Families |
344 |
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Appendix Description of Tests and Reported Scores |
345 |
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Index |
351 |
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