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Relevant bibliographies by topics / Neuropsychological test batteries

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Academic literature on the topic 'Neuropsychological test batteries'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Neuropsychological test batteries"

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Beaumont, J. Graham. "Clinical applications of neuropsychological test batteries." Biological Psychology 23, no. 2 (October 1986): 217–20. http://dx.doi.org/10.1016/0301-0511(86)90083-9.

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Woo, Ellen. "Computerized Neuropsychological Assessments." CNS Spectrums 13, S16 (2008): 14–17. http://dx.doi.org/10.1017/s1092852900026985.

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Computer-based measures to evaluate cognition have been used with growing frequency in recent years. These batteries are shown to be useful for identifying mild cognitive impairment (MCI) and dementia. There are few requirements to administer these tests. All that is typically needed is a computer, a response pad for patients to input their answers, and an examiner. In many cases, the examiner does not need to be a trained neuropsychologist. These computer-based assessments should yield a score report detailing the patient’s cognitive profile.An important advantage of computerized assessments over standard paper-and-pencil testing is that they can provide precise measurement at the millisecond level. This can be a more sensitive measure of cognitive impairment, especially in high-functioning older adults and in patients with milder levels of cognitive deficit. Computer tests also have a shorter assessment time. Many batteries take <1 hour to administer, whereas many standard neuropsychological batteries require >4 hours to complete. The presentation of items in some batteries can be adapted to patients’ performance levels to avoid floor effects (the test restricts how low a patients’ scores can be) and ceiling effects (the test restricts how high scores can be). Computer tests have increased standardization; they are administered the same way every time. Scoring is automatic, meaning the results are available immediately and human scoring error is reduced. Examiner effects are reduced, which is an important advantage because clinicians may differ in how they administer standard tests, which may impact patients’ responses. In addition, the batteries are easily transported, and multiple tasks can be made available on a single computer.

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Sutter, Emily G., Peter C. Bishop, and R. Ray Battin. "Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries." Journal of Psychoeducational Assessment 4, no. 1 (March 1986): 73–82. http://dx.doi.org/10.1177/073428298600400108.

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Russell, Elbert W. "A reference scale method for constructing neuropsychological test batteries." Journal of Clinical and Experimental Neuropsychology 9, no. 4 (August 1987): 376–92. http://dx.doi.org/10.1080/01688638708405058.

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Gamaldo, Alyssa A., Shyuan Ching Tan, Angie L. Sardina, Carolyn Henzi, Rosalyn Guest, Lesley A. Ross, Kurtis Willingham, Alan B. Zonderman, and Ross A. Andel. "Older Black Adults’ Satisfaction and Anxiety Levels After Completing Alternative Versus Traditional Cognitive Batteries." Journals of Gerontology: Series B 75, no. 7 (September 27, 2018): 1462–74. http://dx.doi.org/10.1093/geronb/gby095.

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Abstract Objective The objective of this study was to examine satisfaction, test anxiety, and performance using computer-based cognitive batteries versus a paper-and-pencil neuropsychological battery among older Blacks. Method Self-identified Black adults (n = 87, age range: 55–86; mean education = 14) completed two computer-based tests (CogState and Joggle) and a paper-and-pencil neuropsychological battery. After each battery, participants reported their testing anxiety and satisfaction using the batteries. Descriptive, correlational, and regression analyses compared satisfaction, anxiety, and performance across the batteries. Results Majority of the participants reported more satisfaction with the computer-based (Joggle: 66%; CogState: 77%) than the neuropsychological (52%) battery. Participants also reported less testing anxiety after completing the computer-based batteries than the neuropsychological battery, F(2, 172) = 22.96, p < .001. Older adults’ familiarity and comfort level with the computer were not associated with their performance on the computer-based tests (p > .05). Although testing anxiety was not associated with performance across the batteries, age and education quality were uniquely associated with performance on the CogState and neuropsychological batteries. Conclusions Computer-based cognitive batteries appear to be less intimidating than the commonly used paper-and-pencil neuropsychological tests for Black adults. Thus, these cognitive batteries may be useful tools for monitoring older Blacks’ cognitive status.

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Bornschlegl, Mona, and Franz Petermann. "Luria and His Lasting Influence on Test Batteries in Neuropsychological and Intelligence Assessment." Zeitschrift für Neuropsychologie 24, no. 4 (January 2013): 201–15. http://dx.doi.org/10.1024/1016-264x/a000107.

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Luria still influences contemporary test batteries in neuropsychological and intelligence assessment. Characteristic of his exam are: process-orientation, qualitative approach, adaptive administration, and hypothesis testing. Luria covers a broad range of functional areas (14 areas with 89 tasks total). This review analyses seven contemporary test batteries related to Luria. For adults these are in neuropsychology: LNI, KBNA, K-SNAP, and in Intelligence assessment: KAIT. For children these are in neuropsychology: NEPSY-II, and in Intelligence assessment: CAS, KABC-II. These test batteries cover significantly less functional areas (3 to 11) and have fewer Subtests (4 to 32). Analogies to Luria’s exam can be found in test administration, mostly adaptive testing. With special subjects (children, elderly) this helps preventing resistance and fatigue during testing. (119 words)

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Price, J. R., G. R. Mount, and E. A. Coles. "Evaluating the Visually Impaired: Neuropsychological Techniques." Journal of Visual Impairment & Blindness 81, no. 1 (January 1987): 28–30. http://dx.doi.org/10.1177/0145482x8708100109.

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Techniques of neuropsychological assessment are discussed with emphasis on how some test batteries may be modified to be appropriate to the visually impaired population. Tests such as the Halstead-Reitan and the Luria-Nebraska Neuropsychological Battery (LNNB) are shown to be effective in evaluating visually impaired clients.

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Horton, Arthur MacNeill. "Identification of Neuropsychological Deficit: Levels of Assessment." Perceptual and Motor Skills 79, no. 3 (December 1994): 1251–55. http://dx.doi.org/10.2466/pms.1994.79.3.1251.

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A problem frequently confronting the clinical neuropsychologist is that of adjusting assessment methods to the clinical question asked and available resources of time and technical expertise. Suggestions are made for selecting clinical instruments for neuropsychological assessment at three levels, namely, screening, classification, and selection of treatment. Brief neuropsychological test batteries are proposed for each level.

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Findeis, M. A., and D. G. Weight. "Meta norms for the Halstead-Reitan neuropsychological test batteries for children." Archives of Clinical Neuropsychology 10, no. 4 (January 1, 1995): 326–27. http://dx.doi.org/10.1093/arclin/10.4.326a.

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Karlsson, Linda C., Anna Soveri, Pekka Räsänen, Antti Kärnä, Sonia Delatte, Emma Lagerström, Lena Mård, Mikaela Steffansson, Minna Lehtonen, and Matti Laine. "Bilingualism and Performance on Two Widely Used Developmental Neuropsychological Test Batteries." PLOS ONE 10, no. 4 (April 29, 2015): e0125867. http://dx.doi.org/10.1371/journal.pone.0125867.

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Dissertations / Theses on the topic "Neuropsychological test batteries"

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Lingard, William Niles. "A Validation Study of the Neuropsychological Assessment Battery's Numbers & Letters Test." Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493326281955168.

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Hefer, Elizabeth. "Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans)." Thesis, 2005. http://hdl.handle.net/2263/27837.

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The research entails the early identification of neuropsychological learning disabilities in grade 1 learners. The researcher used the definition, criteria and characteristics of the DSM-IV for the identification of neuropsychological learning disabilities. The section of Learning Disabilities or Disorders includes Reading Disorders, Mathematic Disorder, Disorder of Written Expression and Learning Disorder Not Otherwise Specified. Learning Disabilities are diagnosed when the learner’s achievement on individually administrated, standardized tests in reading, mathematics or written expression is substantially below that expected for age, schooling and the level of intelligence. The learning problems, such as unsatisfied reading, mathematical or writing skills, significantly interfere with the learner’s academic achievement. Mathematic Disorder and Disorder of Written Expression most commonly occur as early as in the beginning or first grade, when formal reading instruction usually begin. Neuropsychological learning disabilities have a negative influence on the learner’s scholastic achievement, social development and emotional functioning. The research is focused on the grade 1 learners only. There is no differentiation regarding gender. In the literature study, the researcher observed five important components regarding neuropsychological learning disabilities, namely:- -- Definition, criteria and characteristics; -- Classification; -- Causes; -- The localization of the cortical areas of the brain associated with neuropsychological abilities; and -- The Neurofeedback. The Neurofeedback is based on the tenents that brain electrical activity reflects mental status and that the activity can be trained. The researcher also observed in the literature study certain risk factors regarding neuropsyhological learning disabilities, namely phonological awareness, analysis, synthesis, word recognition and syntax. The researcher considered these components in conjunction with the compilation of the neuropsychological test battery. The researcher could determine the follow findings with the assistance of the neuropsychological test battery:- -- The developmental delays which are present. -- The brain areas in which the cognitive abilities, associated with the developmental delays, are located. -- The limited functioning of brain wave activities which are associated with the cognitive abilities and developmental delays. -- The early idenitification of neuropsychological learning disabilities in grade 1 learners. The researcher found that the Neurofeedback programme is a useful contribution for the early identification of neuropsychological learning disabilities in grade 1 learners.
Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006.
Educational Psychology
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Padilla, Diana M. "A comparison of two neuropsychological concussion assessment batteries." Thesis, 2005. http://www.oregonpdf.org.

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Books on the topic "Neuropsychological test batteries"

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Incagnoli, Theresa, Gerald Goldstein, and Charles J. Golden, eds. Clinical Application of Neuropsychological Test Batteries. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4.

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Theresa, Incagnoli, Goldstein Gerald 1931-, and Golden Charles J. 1949-, eds. Clinical application of neuropsychological test batteries. New York: Plenum Press, 1986.

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Book chapters on the topic "Neuropsychological test batteries"

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Tarter, Ralph E., and Kathleen L. Edwards. "Neuropsychological Batteries." In Clinical Application of Neuropsychological Test Batteries, 135–53. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_5.

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Golden, Charles J., and Mark Maruish. "The Luria-Nebraska Neuropsychological Battery." In Clinical Application of Neuropsychological Test Batteries, 193–233. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_7.

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Goodglass, Harold. "The Flexible Battery in Neuropsychological Assessment." In Clinical Application of Neuropsychological Test Batteries, 121–34. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_4.

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Incagnoli, Theresa. "Current Directions and Future Trends in Clinical Neuropsychology." In Clinical Application of Neuropsychological Test Batteries, 1–44. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_1.

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Goldstein, Gerald, and Theresa Incagnoli. "A Comparison of the Halstead-Reitan, Luria-Nebraska, and Flexible Batteries Through Case Presentations." In Clinical Application of Neuropsychological Test Batteries, 303–27. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_10.

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Kertesz, Andrew. "Assessment of Aphasia." In Clinical Application of Neuropsychological Test Batteries, 329–60. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_11.

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Butters, Nelson. "The Clinical Aspects of Memory Disorders." In Clinical Application of Neuropsychological Test Batteries, 361–82. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_12.

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Varney, Nils R., and Abigail B. Sivan. "Visual-Spatial Disabilities." In Clinical Application of Neuropsychological Test Batteries, 383–401. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_13.

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Phay, Andrew, Carol Gainer, and Gerald Goldstein. "Clinical Interviewing of the Patient and History in Neuropsychological Assessment." In Clinical Application of Neuropsychological Test Batteries, 45–73. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_2.

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Chelune, Gordon J., William Ferguson, and Kurt Moehle. "The Role of Standard Cognitive and Personality Tests in Neuropsychological Assessment." In Clinical Application of Neuropsychological Test Batteries, 75–119. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-4991-4_3.

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