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Methodology in Neuropsychological Assessment: An Interpretative Approach to Guide Clinical Practice [Mīkstie vāki]

(Senior Researcher, Head of Neurophysiology Laboratory, IRCCS San Camillo Hospital, Venice, Italy), ,
  • Formāts: Paperback / softback, 184 pages, height x width: 216x138 mm, weight: 360 g, 9 Tables, black and white; 9 Line drawings, black and white; 9 Illustrations, black and white
  • Izdošanas datums: 04-Nov-2022
  • Izdevniecība: Routledge
  • ISBN-10: 1032049294
  • ISBN-13: 9781032049298
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Methodology in Neuropsychological Assessment: An Interpretative Approach to Guide Clinical PracticePalielināt
  • Formāts: Paperback / softback, 184 pages, height x width: 216x138 mm, weight: 360 g, 9 Tables, black and white; 9 Line drawings, black and white; 9 Illustrations, black and white
  • Izdošanas datums: 04-Nov-2022
  • Izdevniecība: Routledge
  • ISBN-10: 1032049294
  • ISBN-13: 9781032049298
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781032049298.html
Keywords:
Methodology in Neuropsychological Assessment: An Interpretative Approach to Guide Clinical Practice provides practical and methodological guidance for neuropsychologists working with people with brain lesions or brain dysfunctions. The textbook underlines the principles that can be used to guide clinicians in recognizing and interpreting signs and symptoms while enabling a complete neuropsychological assessment through a series of well-defined steps. The text provides a detailed methodological approach towards neuropsychological tools, with guidance on how to select the right test and how to interpret the outcome, which can act as a primer for a clinician through every step of the assessment in a coherent and reasoned way.

The textbook presents an exhaustive discussion of the varied tools that a clinician can employ to complete a rigorous and consistent neuropsychological assessment. It guides the reader from the first step of collecting the personal history of the examinee the anamnesis to the selection of suitable psychometric tests and scoring, which is accordingly integrated to formulate the neuropsychological diagnosis and write up the neuropsychological report. Chapters also include coverage of the neuropsychological interview with the examinee and their family and the probability of identifying a disorder with a neuropsychological assessment. The authors have further included a series of detailed and explanatory clinical cases from their experience to expand upon the evaluation process.

The textbook is valuable reading for students in clinical neuropsychology who are learning to carry out neuropsychological evaluations as well as clinicians who are seeking to develop a more comprehensive approach towards performing a thorough neuropsychological assessment.
An introduction to methodology in neuropsychology xi
1 Principles, objectives and settings
1(15)
1.1 Rationale of this book: an Interpretative Approach to neuropsychological assessment
1(4)
1.2 Objectives of a neuropsychological assessment
5(4)
1.2.1 Contribution to medical diagnosis
5(1)
1.2.2 Distinction between partially overlapping pathologies
6(1)
1.2.3 Assessment of an examinee's independence in day-to-day activities
7(1)
1.2.4 Planning a rehabilitative intervention
7(1)
1.2.5 Certifying the cognitive status for legal or insurance-related reasons
8(1)
1.3 The neuropsychological setting
9(5)
1.3.1 Traditional in-person setting (Setting A)
9(2)
1.3.2 Remote setting with neuropsychologist (Setting B)
11(1)
1.3.3 Remote setting with self-administered psychometric tests (Setting C)
12(2)
1.4 The timeline and the main tools of the neuropsychological assessment
14(2)
2 Anamnesis and semeiotics
16(9)
2.1 Before meeting the examinee: anamnestic information about the examinee (neuropsychological anamnesis)
16(4)
2.1.1 Medical history
17(1)
2.1.2 Psychological history
18(1)
2.1.3 Cognitive history
19(1)
2.2 Meeting the examinee: information gathered directly from the examinee (neuropsychological semeiotics)
20(3)
2.2.1 How signs and symptoms can be detected
21(1)
2.2.2 Examples of the main signs typically associated with disorders of specific cognitive functions
22(1)
2.3 At the end of the meeting: preliminary diagnosis and feedback to the examinee
23(2)
3 The neuropsychological interview
25(13)
3.1 Theoretical features of the neuropsychological interview
25(4)
3.1.1 Reformulating and mirroring techniques
26(1)
3.1.2 Goals of the neuropsychological interview
27(2)
3.2 Practical features of the neuropsychological interview
29(3)
3.3 Examples of a communicative exchange during interview
32(6)
3.3.1 Example
1. Introducing the idea of a neuropsychological assessment (using Setting A)
32(1)
3.3.2 Example
2. Introducing the idea of a neuropsychological assessment for an examinee who suffered a brain injury and needs to be cognitively assessed (using Setting A)
33(1)
3.3.3 Example
3. Persuading a reluctant and uncooperative examinee (using Setting A)
34(1)
3.3.4 Example
4. Engaging with an examinee with a depressive attitude (using Setting B, over the phone)
35(2)
3.3.5 Recommendations for remote testing with self-administered modality (using Setting C)
37(1)
4 Psychometric assessment and neuropsychological tests
38(25)
4.1 The psychometric assessment and the neuropsychological tests
38(1)
4.2 A definition of a neuropsychological test
39(3)
4.2.1 Digital (computerised) neuropsychological tests
41(1)
4.3 Measurement in neuropsychology and test development
42(3)
4.4 Constructs investigated in the neuropsychological assessment
45(4)
4.5 The main properties of a test: validity and reliability
49(8)
4.5.1 Validity
49(1)
4.5.2 Content validity
50(1)
4.5.3 Convergent-divergent validity
50(2)
4.5.4 Criterion validity
52(1)
4.5.5 Reliability
53(1)
4.5.6 The relationship between reliability and validity
54(2)
4.5.7 Cognitive fluctuations and reliability
56(1)
4.5.8 Validity and reliability information during the assessment
56(1)
4.5.9 When is a neuropsychological test good enough to be used?
57(1)
4.6 The selection of tests
57(3)
4.7 The issue of multiple testing in neuropsychological assessment
60(3)
5 Test scores
63(21)
5.1 Normative data
63(3)
5.1.1 The rationale for using normative data
64(2)
5.2 Collection of normative data
66(2)
5.3 The meaning of cut-offs
68(1)
5.4 The most common methods for calculating normality cut-offs
69(2)
5.5 The difference between sample and population in the use of normative data
71(2)
5.6 Fundamental aspects of normative data
73(6)
5.6.1 Considering demographic variables in normative data
73(3)
5.6.2 Normative data from very large groups are not necessarily better
76(1)
5.6.3 The importance of using up-to-date normative data
77(1)
5.6.4 The importance of using country-specific standards
78(1)
5.7 Other uses of tests
79(5)
5.7.1 Assessing change over time using neuropsychological tests
79(2)
5.7.2 Comparing the results of different neuropsychological tests
81(3)
6 Test scores: attribution and interpretation
84(11)
6.1 Test scoring
84(2)
6.2 The interpretation of tests
86(6)
6.2.1 The validity of a test for a specific measurement
87(1)
6.2.2 Interpreting tests below the cut-off as a sign of a specific cognitive deficit
88(2)
6.2.3 Interpreting test results at different levels
90(1)
6.2.4 Estimating impairments in daily life from neuropsychological tests
91(1)
6.3 The integration of information for interpreting tests
92(3)
6.3.1 Interpreting ambiguous results
93(1)
6.3.2 Results close to cut-offs
93(1)
6.3.3 Age or education between two different bins
94(1)
7 The probability of identifying a pathology in neuropsychological assessment
95(13)
7.1 The concept of `condition of interest'
96(1)
7.1.1 A priori division of groups and gold standards
96(1)
7.2 Sensitivity and specificity of a test
97(5)
7.2.1 Why do only a few neuropsychological tests have sensitivity and specificity?
100(2)
7.3 The probability of drawing correct or incorrect conclusions in the neuropsychological assessment
102(1)
7.4 The importance of Bayes' theorem for the clinical neuropsychologist
103(5)
8 Neuropsychological diagnosis, feedback and report
108(22)
8.1 Diagnostic reasoning and final diagnosis
108(4)
8.1.1 Descriptive diagnosis (Level 1)
110(1)
8.1.2 Diagnosis of compatibility with an aetiology (Level 2)
111(1)
8.1.3 Functional diagnosis (Level 3)
111(1)
8.2 Errors made by neuropsychologists in formulating a diagnosis
112(1)
8.3 Feedback to the examinee
113(3)
8.3.1 Feedback during the assessment
113(1)
8.3.2 Feedback at the end of the assessment (on the preliminary analysis of the results)
114(1)
8.3.3 Examples of feedback to the examinee
115(1)
8.4 Feedback to the family
116(4)
8.4.1 Examples of feedback to the family
118(2)
8.5 Neuropsychological report
120(9)
8.5.1 Content of the report
120(1)
8.5.2 Style vf the report
121(1)
8.5.3 Tips on how to write a report
122(1)
8.5.4 Ethical considerations
123(6)
8.6 Conclusions
129(1)
9 Examples of clinical cases and reports
130(26)
9.1 A case of head trauma: in-person setting with paper-and-pencil tests (Setting A)
130(7)
9.1.1 Information used by the neuropsychologist for the diagnosis
131(1)
9.1.2 Chronological step-by-step diagnostic procedure
132(1)
9.1.3 Report of the neuropsychological assessmen t
133(4)
9.2 A case of initial cognitive decline: in-person setting with paper-and-pencil and digital tests (Setting A)
137(11)
9.2.1 Information used by the neuropsychologist for the diagnosis
137(1)
9.2.2 Chronological step-by-step diagnostic procedure
138(1)
9.2.3 Reports of the three neuropsychological assessments
139(9)
9.3 A follow up assessment after brain surgery: remote setting with paper and pencil tests (Setting B)
148(5)
9.3.1 Information used by the neuropsychologist for the assessment
149(1)
9.3.2 Chronological step-by-step diagnostic procedure
149(1)
9.3.3 Report of the follow-up neuropsychological assessment
150(3)
9.4 The case of a healthy older woman: remote setting with self-administered tests (Setting C)
153(3)
9.4.1 Case description
153(1)
9.4.2 Neuropsychological step-by-step procedure
154(2)
Appendix 1 Form used by the neuropsychologist to collect signs and symptoms during an assessment 156(1)
Appendix 2 The Cognitive Reserve Index Questionnaire (CRIq) 157(2)
Appendix 3 Implicit inferences in the report 159(5)
Glossary 164(4)
Bibliography 168(11)
Index 179
Sara Mondini, PhD, is a Professor of Clinical Neuropsychology and Neuropsychological Assessment at the University of Padua, Italy. She has long practice in clinical neuropsychology and has published numerous scientific papers on clinical neuropsychological pathologies like dementia and aphasia along with contributing to the development of cognitive tests.

Marinella Cappelletti, PhD, Neuropsychologist and Cognitive Neuroscientist is a Reader in the Psychology Department at Goldsmiths, University of London, UK. She initially trained in neuropsychology at the University of Padua, Italy, and later combined it with experimental psychology and neuroimaging methods during her doctoral and postdoctoral studies in the UK and US.

Giorgio Arcara has a degree in Psychology, a PhD in Psychobiology, and a post-graduate master in clinical neuropsychology. He has held a particular interest in the methodology in neuropsychology, and has authored numerous articles and contributions on neuropsychological test development. He further holds a coordination position in a research-oriented hospital.