Neuropsychological Evaluation of the Child, 2nd Edition

Fundamentals of Human Neuropsychology, 8th Edition
May 11, 2021
Developmental Neuropsychology
May 11, 2021

Neuropsychological Evaluation of the Child, 2nd Edition

Author: Baron, Ida Sue
Subtitle: Domains, methods and case studies
Publisher: Oxford University Press
Year Published: 2018
ISBN: 9780195300963
Pages: 1020
Table of Contents:
Chapter 1: Pediatric Clinical Neuropsychology: Growth of a Subspecialty
Chapter 2. Reasons for Referral
Chapter 3. Brain Development, Response to Injury, and Sociodemographic Influences
Chapter 4. Clinical Practice Considerations
Chapter 5. Behavioral Assessment
Chapter 6. Communication of Results: The Interpretive Session and the Written Report
Chapter 7. Preliminary Screening Assessment and Classification Scales
Chapter 8. Intelligence Testing: General Considerations
Chapter 9. Executive Function
Chapter 10. Attention and Processing Speed
Chapter 11. Language
Chapter 12. Motor Examination
Chapter 13. Sensory-Perceptual Examination
Chapter 14. Visuoperceptual, Visuospatial, and Visuoconstructional Function
Chapter 15. Learning and Memory
Chapter 16. Validity Testing


Neuropsychological assessments of children are significantly more challenging than neuropsychological assessments of adults because while most adult brains are mature, the brain of the child is still in the process of developing. This book helps to equip the neuropsychologist with knowledge and many of the tools required for the neuropsychological assessment of children.

The tools made available to the reader in this book include descriptions of neuropsychological tests that are available for children as well as various techniques that can be used. In addition, and particularly useful in this book, are normative data for many of the child neuropsychological tests. Being one of the most recent books to be published in the field of paediatric neuropsychology, this book provides the reader with knowledge from recent research findings, something that is sorely missed in other popular books that have now become outdated.

As is usually the case with books published in the US and other developed countries, the normative data contained in this book are not applicable to most South African children because most South African children do not have English as a first language and/or have disadvantaged quality of education, unlike the US children on which most of the normative data in this book are based. However, where South African children are English first language speaking and are attending schools that provide good quality of education (e.g. private schools of Quintile 4 or 5 schools), the normative data contained in this book will probably be suitable.

While the normative data are not always suitable for South African children, most of the other information, such as at what age handedness can be expected to be established, or what areas of the brain are activated with verbal fluency tasks, are relevant and very useful.

Domains covered in this book include intelligence, executive function, attention and processing speed, language, motor and sensory-perceptual function, visuoperceptual, visuospatial and visuoconstructional function, learning and memory, and validity indicators to assess noncredible effort.

This book is highly recommended for any psychologists who do assessments with children, whether neuropsychological assessments, scholastic assessments or clinical assessments.

Review by Sharon Truter, 11 May 2021