Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests

Abstract

(from the chapter) The field of psychology has long been marked by philosophical diversity and theoretical movements devoted to the investigation of individual differences (D'Amato & Rothlisberg, 1992/1997). Scores of single paradigm assessment approaches designed to provide appropriate diagnosis and treatment of individual difficulties have come to the forefront, only to be eclipsed later by rival viewpoints or different theoretical perspectives (e.g., psychoanalysis, behaviorism, neuropsychology). Throughout this procession of developing philosophies, theories, and interventions, countless educational and psychological tests have been administered and interpreted in an effort to understand the abilities and needs of the individuals under study (Lezak, Howieson, Loring, & Hannay, 2004). The purpose of this chapter is to help consolidate available information by offering he reader the knowledge, skills, and dispositions that are needed to understand and interpret common formal and informal measures from a neuropsychological paradigm. This paradigm is offered as our taproot, the only paradigm that can organize all information into a scientifically defensible but at the same time practical approach that provides direction for both understanding current data and offering evidence-based rehabilitation for the future (Traughber & D'Amato, 2005; Work & Choi, 2005). (PsycINFO Database Record (c) 2009 APA, all rights reserved) (chapter)