| Abstract: | School psychologists have become increasingly interested in neuropsychological assessment of children with learning and behavioral problems. In large part, this interest can be traced to the recognition that many learning disorders found in school-age children are directly attributable to neurological factors. Recently endorsed definitions of learning disabilities presume that the disability is due to central nervous system dysfunction. To identify those children who should receive a comprehensive neuropsychological evaluation, an effective and flexible approach to neuropsychological screening is needed. This article provides a rationale and conceptual framework necessary for the development of neuropsychological screening procedures with school-age children. |
