Review of Neuropsychological assessment and the school-aged child: Issues and procedures.

Reviews the book, Neuropsychological assessment and the school-aged child: Issues and procedures edited by G. W. Hynd and J. E. Obrzut (1981). The editors of this book have attempted to examine the issues related to the assessment of children with possible neuropyschological disorders. Each chapter is presented with the assumption that a neuropsychological perspective is germane to our understanding of children's cognitive functions. The compilation of knowledge and skills are presented in a clear and comprehensible language for individuals with very little familiarity with the subject. Each of the four major sections of the book addresses a particular topic. Section I presents a neuropsychological perspective of children's learning problems. Section II contains three chapters that examine general issues in child neuropsychology. Section III of the book focuses on neuropsychological assessment approaches useful in developing remediational strategies for children's learning disorders. The final section of this book addresses the neuropsychological implications within the educational setting. The editors have done a commendable job in integrating the diverse nature of human cognitive functioning and in focusing in on the neuropsychological aspects of school age children's learning. Their choice of contributors and the topics covered will certainly make this book a valued asset in the school psychologist's library. (PsycINFO Database Record (c) 2010 APA, all rights reserved)