Introduction to Pediatric Neuropsychology What Is Pediatric Neuropsychology?

Neuropsychology has its roots in behavioral neurology. Behavioral neurology, which can be traced back to ancient Greece and Egypt (Zillmer, Spiers, & Culbertson, 2008), is a branch of neurology that deals with disorders of higher cognitive functioning (e.g., language, cognition, visual perception). Aristotle referred to the brain, and Herophilus described hydrocephaly and the ventricles of the brain. Behavioral neurology posits that behavior, at least to some extent, is dependent on the functioning of the central nervous system. Neuropsychology is the clinical application of the understanding of brain behavior relations as derived from behavioral neurology (Stuss & Levine, 2002); pediatric neuropsychology applies this understanding within the developmental context of children, particularly those with neurodevelopmental disorders. Research in pediatric neuropsychology has not reached its full potential, and research and practice continue to expand (Baron, 2008). Pediatric neuropsychology has applications across neurology, neurosurgery, psychology, psychiatry, family medicine, nursing, and education (Witsken, D ’ Amato, & Hartlage, 2008). Children with neurodevelopmental disorders are those who have, or who are at risk for, limitations in some or all life activities as a result of impairments in the central nervous system (Mudrick, 2002; Spreen, Risser, & Edgell, 1995). The possible consequences and limitations range from mild to severe cognitive, sensory, motor, educational, and behavioral/psychological impairments (Mendola, Selevan, Gutter, & Rice, 2002). The major premise of neuropsychological assessment is that the information obtained refl ects the integrity of the central nervous system (Stuss & Levine, 2002). Neuropsychologists use their knowledge and understanding of brain behavior relations in the conceptualization of an individual ’ s functioning in a variety of domains including: cognition ( “ g ” ), auditory linguistic, problem solving, learning and memory, visual spatial and constructional areas, academic achievement, and interpersonal/behavioral. Neuropsychologists engage in “ hypothesis driven ” assessment that involves integration of all the information obtained in the context of neurodevelopmental systems (Berkelhammer, 2008). The goal of this integration is the generation of recommendations for habilitation, accommodations, or modifi cations. Neuropsychology incorporates knowledge of behavioral neurology gained through research in clinical contexts; what is known about brain behavior relations has changed over time as medical technology has increased. Current perspectives incorporate principles