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The Role of the Vocational Rehabilitation Counselor in Life Care Planning
Published in Roger O. Weed, Debra E. Berens, Life Care Planning and Case Management Handbook, 2018
Debra E. Berens, Roger O. Weed
According to Gabel et al. (1986), perhaps the greatest usefulness of the Halstead–Reitan batteries is the establishment of objective baseline data that can clarify a child's strengths and weaknesses and be helpful in outlining educational strategies and programs to enhance capabilities. In comparison, the Luria–Nebraska Children's Neuropsychological Test Battery can be administered to children ages 8 to 12 years and focuses on functional systems involved in brain–behavior relationships. A third common assessment battery for children is the Kaufman Assessment Battery for Children (K-ABC) (1983 and revisions), which is individually administered to children ages 2 to 12 years and measures intelligence and achievement. Also, for academic assessment, it is common for the Woodcock–Johnson Tests of Achievement or Cognitive Abilities test to be administered. Last, a useful tool to assess infants who have experienced brain trauma from age 2 months to 30 months is the Bayley Scales of Infant Development (1969 and revisions). The scales are considered to be the best measure of infant development and provide valuable data regarding early mental and motor development and developmental delay. Other scales of infant developmental attainment are the Cattelle Scales of Infant Development and the Vineland Adaptive Behavior Scales (1984 and revisions).
The Exercise Effect on Mental Health in Children and Adolescents
Published in Henning Budde, Mirko Wegner, The Exercise Effect on Mental Health, 2018
Caterino and Polak (1999) report a study with 177 participants aged 7–10 years who were either assigned to a classroom activity (control) or a physical activity, including 15 minutes of stretching and aerobic walking. All participants performed the Woodcock-Johnson Test of Concentration (Woodcock & Johnson 1989) to measure cognitive self-control. The authors report that only the oldest children (age 9–10) benefitted significantly from the physical activity intervention regarding their performance in the concentration task.
The effect of different exercise programmes on cognitive functioning in children and adolescents
Published in Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey, Physical Activity and Educational Achievement, 2017
Henning Budde, Flora Koutsandréou, Mirko Wegner
Caterino and Polak (1999) reported on a study with 177 participants aged 7–10 years who were assigned to either a classroom activity (control) or a PA including 15 minutes of stretching and aerobic walking. All participants performed the Woodcock–Johnson Test of Concentration (Woodcock & Johnson, 1989) to measure cognitive self-control. The authors reported that only the oldest children (age 9–10 years) benefited significantly from the exercise intervention regarding their performance in the concentration task.
Executive Functioning with the NIH EXAMINER and Inference Making in Struggling Readers
Published in Developmental Neuropsychology, 2021
Kelly K. Halverson, Jaye L. Derrick, Luis D. Medina, Paul T. Cirino
The Letter-Word Identification subtest of the Woodcock-Johnson-III (WJ-III; Woodcock, McGrew, & Mather, 2001) assessed untimed single word reading ability. The total score represents the number of words read correctly, converted to a standard score based on age norms. Test–retest reliability for children ages 8–13 ranges from 0.89 to 0.96; split-half reliability is r = 0.94 (Woodcock et al., 2001). The Sight Word Efficiency subtest of the Test of Word Reading Efficiency-2 (TOWRE-2; Torgesen, Wagner, & Rashotte, 2012) was utilized as an assessment of fluency. Raw scores, the number of words correctly read in 45 seconds, were transformed into standard scores according to age-based normative data. Test–retest reliability is 0.90. Finally, the Gates-MacGinitie Reading Test (GMRT; MacGinitie, MacGinitie, Maria, Dreyer, & Hughes, 2000) is a multiple-choice assessment of reading comprehension administered in a group format. Internal consistency reliability coefficients range from 0.91 to 0.93, and Kuder-Richardson reliability statistics range from 0.92 to 0.93. Standard scores were used in all analyses.
Which neuropsychological functions predict various processing speed components in children with and without attention-deficit/hyperactivity disorder?
Published in Developmental Neuropsychology, 2018
Sarah A. Vadnais, Michelle Y. Kibby, Audreyana C. Jagger-Rickels
The Woodcock-Johnson III Test of Cognitive Abilities (WJ-III Cog; Woodcock, McGrew, & Mather, 2001). Decision Speed subtest was used to assess cognitive PS along with Coding. Decision Speed may be a purer measure of cognitive PS as it minimizes psychomotor demands compared to Coding. It also appears to measure a different aspect of cognitive PS than Coding. This subtest measures quick semantic categorization, as the participant is asked to circle two out of seven pictures that are the most similar conceptually (e.g., a sun and a moon) for each item.
Two Case Reports of Neuropsychological Outcomes following Pediatric anti-N-methyl D-aspartate Receptor Autoimmune Encephalitis
Published in Developmental Neuropsychology, 2018
Natalia Moss, Christine L. Petranovich, Lauren Parks, Andrea Sherwood
Using age-based norms for the Woodcock Johnson Test of Achievement – Fourth Edition (WJ-IV; Schrank, McGrew, Mather, Wendling, & LaForte, 2014), math, spelling, and written expression were average to high average. Reading skills were variable. On the WJ-IV, brief reading fluency was average and single-word reading was low average. When reading longer passages on the Nelson-Denny Reading Test (Brown, Fishco, & Hanna, 1993), reading rate and comprehension were borderline to impaired.