Kaplan + Sadock's Synopsis of Psychiatry, 11e

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5.6 Neuropsychological and Cognitive Assessment of Children

Table 5.6-2 Neuropsychological Tests

Memory and Learning

Language Expressive

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

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 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.

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

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.