5.6 Neuropsychological and Cognitive Assessment of Children
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Table 5.6-2
Neuropsychological Tests
Memory and Learning
Language
Verbal
California Verbal Learning Test for Children (CVLT-C)
Children’s Auditory Verbal Learning Test
Children’s Memory Scale (CMS): stories, word pairs, word lists
A Developmental Neuropsychological Assessment (NEPSY): memory
for names, narrative memory, list learning
Wide Range Assessment of Memory and Learning (WRAML): story
memory, sentence memory, verbal learning
Nonverbal/Visual
Benton Visual Recognition Test
CMS: dot locations, faces, family pictures
NEPSY: memory for faces, memory for designs
Rey-Osterrieth Complex Figure, delayed conditions
WRAML: design memory picture memory, visual learning
Attention
Sustained attention/vigilance
Continuous Performance Tests (CPT): AX version of the CPT; Connors
Continuous Performance Test (CCPT), Tests of Variables of Attention
(TOVA)
NEPSY: Auditory Attention and Response Set, Visual Attention
Paced Auditory Serial Addition Test (PASAT)
Working Memory
Auditory Consonant Trigrams (ACT)
CMS: numbers, sequences
Wechsler Intelligence Scale for Children (WISC): digit span, letter/
number sequencing, arithmetic, spatial span
WRAML: finger windows, number/letter memory, sentence memory
Inhibition/impulse control
Delis-Kaplan Executive Functions System (DKEFS): color word
interference (inhibition)
Go/No Go Test
NEPSY: auditory attention and response set, inhibition, knock
and tap
Executive Functioning
Organization/problem solving/planning
Children’s Category Test
DKEFS: sorting, 20 questions, tower
NEPSY: animal sorting, clocks
Rey-Osterrieth Complex Figure: copy condition
Cognitive flexibility/set shifting
Children’s Color Trails
DKEFS: trails (number/letter switching), verbal fluency (category
switching), design fluency (switching), color-word interference
(inhibition/switching)
Matching Familiar Figures Test
NEPSY: inhibition (shifting)
Trail-making Test A and B
Wisconsin Card Sorting Test
Fluency
Controlled Word Association Test
DKEFS: verbal fluency, design fluency
NEPSY: word generation, design fluency
Expressive
Boston Naming Test
Clinical Evaluation of Language Fundamentals (CELF):
word structure, recalling sentences, formulated
sentences, word classes-expressive, expressive
vocabulary, sentence assembly
Expressive One Word Picture Vocabulary Test
NEPSY: sentence repetition, speeded naming
Test of Language Competence (TOLC): ambiguous
sentences, oral expression
Woodcock Johnson-III (WJ-III): picture vocabulary, rapid
picture naming
Receptive
CELF: sentence structure, concepts and following
directions, word classes-receptive, semantic
relationships, understanding spoken paragraphs
NEPSY: comprehension of instructions
Peabody Picture Vocabulary Test
Token Test
TOLC: listening comprehension, figurative language
WJ-III: story memory, understanding directions, oral
comprehension, auditory attention
Visuoperceptual/Visuomotor Functioning
Visuoperceptual
Benton Facial Recognition
Benton Judgment of Line Orientation
Hooper Visual Organization Test
Motor-Free Test of Visual Perception
NEPSY: Arrows, Geometric Designs, Picture Puzzles,
Route Finding
Test of Visual Perceptual Skills
Wide Range Assessment of Visual Motor Abilities
(WRAVMA): matching
Visuomotor functioning
Beery Developmental Test of Visual-Motor Integration
NEPSY: block construction, design copying
Rey-Osterrieth Complex Figure: copy
WRAVMA: drawing
WISC: block design
Sensorimotor Functions
Sensory perceptual
Dean-Woodcock Sensory Motor Battery (DWSMB) (all
sensory subtests)
NEPSY: finger discrimination
Reitan-Kløve Sensory Perceptual Exam
Motor
DWSMB: all motor subtests
Grip Strength (hand dynamometer)
Grooved Pegboard
NEPSY: fingertip tapping, imitating hand positions,
manual motor sequences, visuomotor precision
WRAVMA: pegboard
assessment
.
Psychologists commonly begin an assessment
of academic achievement by giving a comprehensive test in
order to get a sense of a client’s areas of weakness in con-
trast to his or her strengths in reading, math, and writing.
These findings are compared with school records. Because
reading problems are a relatively common reason for referral
and their causes are increasingly understood, where indicated,
this comprehensive test is commonly followed by other tests
of reading skills that separate out accuracy, fluency, and
comprehension.
Comprehensive Achievement Tests.
Each of the tests assesses
a range of academic areas, so that they can be compared with
each other for any individual or to academic achievement
according to more external standards (age/grade expectations).
The Wechsler Individual Achievement Tests (WIAT) and the
Woodcock-Johnson Tests of Achievement (WJ-ACH) allow for
the systematic assessment of reading (basic word recognition/
decoding and comprehension), mathematics (calculation and
reasoning), and writing (brief to extensive composition), as well
as spelling and other academic spheres.
