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Lecture notes - School Neuropsychology: MBE

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School neuropsychology: Mind, brain, and education – Lecture notes
Lecture 1 – introduction
The clinical field of school neuropsychology
 Clinical discipline in educational settings
o Subdiscipline of school psychology
 Integrated neuropsychological and educational principles into the assessment of,
and development of interventions for children
 Provides and optimal learning environment for every child, including children with
special needs and facilitates learning and behaviour within the school and family
system
 Embedded in the transdisciplinary science of mind, brain and education

Essentials of the field
(1) An emerging discipline (60 years)
 History of school neuropsychology
o 1960s – first test battery for children
o 1980s – explosive interest in biological explanations of learning and
behaviour
o 1990s – ‘decade of the brain’
o 2000s more valid assessment methods in children and formalization
of inclusive education
o Present – emerging specialty area and a lot of unclarities/ neuromyths
 Changes in education
o 19th century
 Abacus
 Frontal teaching
 Behaviourist approach: listen and behave
 Punishment
 One size fits all
th
o 20 century
 Tablets
 Differentiated teaching/ group work
 Constructivist approach: learning is regulated by
developmental stages (cognitive, social, physical)
 Reward, social safety
 Inclusive education
(2) 1 in 4 children have special needs (red most common)
 26% of Dutch mainstream students have special needs
o Externalising problem behaviour
o Internalising problem behaviour
o Problematic attitudes to work
o Physical disabilities
o Speech, language, and numeracy disorders
o Being gifted
o Intellectual impairment
o Autism spectrum disorder

, o Being behind in literacy/reading and/or numeracy
(3) The role of cognitive differences
 Strong focus on executive functions
 “constellations of higher order cognitive processes that enable reasoning,
problem-solving, planning, and cognitive organisation”
 Well researched functions include:
o Working memory
o Response inhibition
o Cognitive flexibility
o Planning/ problem-solving
 EFs relate to:
o Childhood disorders (ADHD, ASD, Tourette, dyslexia/ dyscalculia, etc)
o Every aspect of life (school readiness, school successfulness, academic
achievement)
 Development of EF in childhood
o Inhibition develops first, levels off around age 8
o Working memory becomes more complex (being able to store 3 items
to 6-8 items at a time) – levels off around age 15
o Shifting also becomes more complex as age goes up (better around
age 7, even better around age 9) – levels off around age 15
o Planning development develops on the previous three EFs, also
become more complex around age 8-9
 Frontal cortex is the last to develop, which can affect EF development
(4) Tools of a school neuropsychologist
 Test batteries
 Educational interventions
 Neuropsychological interventions
 Training of parents and teachers
 Tasks include:
o Assessment and interpretation with known/suspected disorders
o Assist interpretation from outside consultants
o Integrate research into educational practice
o Provide interventions that have a basis in literature
o Act as a liaison school and the medical community for transitional
planning for TBI and other
o Consult curriculum specialists in designing approaches to instruction
that more adequately reflects what is known about brain-behavior
relationships.
o Conduct in-service training for educators and parents about the
neuropsychological factors that relate to common childhood
disorders.
o Engage in evidenced-based research to test for the efficacy of
neuropsychologically-based interventions
(5) Theoretical model
 Integrated CHC/SNP model
o CHC – Cattel-Horn-Carroll

, o SNP – school neuropsychology
o Developed my Miller and later by Maricle
 Uses CHC as a basis: “a periodic system of
human cognitive abilities”
 Integrates CHC functions into a practical
model
 Uses four major classifications of CHC
functions
o Basic sensorimotor functions
o Facilitators and inhibitors
o Basic cognitive processes
o Acquired knowledge

Summary
 Young and promising discipline
 Specialization within School Psychology
 Supporting children with special needs
 Cognitive differences
 Practical model available: integrated CHC-SNP model
 School neuropsychologist works at the intersection of disciplines
 School neuropsychologist knows how to interpret, use and translate brain research

Flashlight metaphor of attention
 The movement = shifting attention
 The battery = sustained attention
 The spotlight/zoom lens = selective/focused attention

N-back task
 Measures attention
 Requires the working memory model to
complete




This is the model of creating long-term
memories
 Atkinson and Shiffrin

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