School Neuropsychology: Mind, Brain & Education (PSB3ECN04)
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Complete summary of all the chapters and articles + class powerpoints and anotations
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School Neuropsychology: Mind, Brain & Education (PSB3ECN04)
Institución
Rijksuniversiteit Groningen (RuG)
This is a COMPLETE and organized summary of all required chapters of the book ("Miller, DC & Maricle, DE (2019). Essentials of school neuropsychological assessment - third edition. John Wiley & Sons, Inc., USA) and the required articles of the school neuropsychology course. It is also included the ...
School Neuropsychology: Mind, Brain & Education (PSB3ECN04)
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SCHOOL NEUROPSYCHOLOGY
LECTURE 1: Essentials of school neuropsychology (SNP)
1. The clinical field of school neuropsychology
→ Sub discipline of school psychology, clinical discipline in educational settings. Use of
assessments and interventions.
→ Integrates neuropsychological and educational principles into the ASSESSMENT of, and
development of INTERVENTIONS for children.
→ Provides an optimal learning environment for every child, including children with SPECIAL
NEEDS, and facilitates learning and behaviour within the school and family systems.
→ Embedded in the transdisciplinary science of MIND, BRAIN & EDUCATION
2. Essentials of the field
1. Emerging discipline
2. 1 in 4 students have special needs
3. The role of cognitive differences
4. Tools and tasks of a school neuropsychologist
5. Theoretical model
1. An emerging discipline (60 years)
- First test battery for children (1960)
- Explosive interest in biological explanations of learning and behaviour (1980)
- Decade of the brain, brain really hard to study, increasing interest in schools in the
mechanism of brain functions (1990)
- More valid assessment methods for children. Formalization of inclusive education
(2000)
- Emerging speciality area. Neuromyths (present)
Changes in education:
19th century 20th century
Abacus Tablet
Frontal teaching Differentiated teaching/ group work
Behaviourist approach: listen and behave Constructivist approach: learning is
regulated by developmental stages
(cognitive, emotional, social, physical)
Punishment Reward, social safety
One size fits all Inclusive education
Left Handedness was seen as a handicap…
“Numerous theories throughout history have claimed that being left handed causes
developmental and immune disorders. It has also been said that left-handers die younger,
have more diseases and are even considered inept. None of these theories have been
proven”
1
,2. 1 in 4 children have special needs → 26% of Dutch mainstream students have special
needs.
1. Externalising problem behaviour
2. Internalising problem behaviour
3. Problematic attitudes to work
4. Physical disabilities
5. Speech, language, and numeracy disorders
6. Being gifted
7. Intellectual impairment
8. Autism Spectrum Disorder
9. Being behind in literacy/reading and/or numeracy
Many special needs relate to cognitive differences and ADHD symptoms:
Internalising problem behaviour: Turned inwards, for example anxiety, it affects the individual.
Externalising problem behaviour: Turned outwards, for example hyperactive kid, it affects people and may bother
them.
3. The role of cognitive differences
→ Strong focus on executive functions (EFs)
→ “Constellation of higher order cognitive processes that enable reasoning, problem solving,
planning and cognitive organisation” (Suchy, 2016)
→ Well-researched functions:
● Working memory
● (response) Inhibition
● (cognitive) Flexibility
● Planning / problem solving
2. Every aspect of life:
› Mental health
› Physical health
› Quality of life
› School readiness
› School success
› Academic achievement
› Job success
› Marital harmony
› Public safety
Development of EF in childhood
4. Tools of a school neuropsychologist
› Test batteries (Ch7)
› Educational interventions
› Neuropsychological interventions
› Training of parents/teachers
3
, Tasks of a school neuropsychologist
1. Provide neuropsychological assessment and interpretation services to schools for
children with known or suspected neurological conditions.
2. Assist in the interpretation of neuropsychological findings from outside consultants
or medical records.
3. Seek to integrate current brain research into educational practice.
4. Provide educational interventions that have a basis in the neuropsychological or
educational literature.
5. Act as a liaison between the school and the medical community for transitional
planning for TBI and other health impaired children and adolescents.
6. Consult with curriculum specialists in designing approaches to instruction that more
adequately reflects what is known about brain-behaviour relationships.
7. Conduct in-service training for educators and parents about the neuropsychological
factors that relate to common childhood disorders.
8. Engage in evidenced-based research to test for the efficacy of
neuropsychologically-based interventions.
Not all at once, and not all on one day!
5. Theoretical model
1. The integrated SNP/CHC model
● Developed by Miller (and later Maricle), authors of the book
● Uses CHC theory as a basis: “periodic system of human cognitive abilities”
● Integrates CHC functions into a PRACTICAL MODEL for SNP assessment
● Uses four major classifications of CHC functions:
- Basic sensorimotor functions
- Facilitators and inhibitors
- Basic cognitive processes
- Acquired knowledge
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