Volume 12, Issue 3 (1983)
Raymond S. Dean, Nadine M. Lambert
For the school psychologist who is often expected to evaluate data gleaned from a number of disciplines, a neuropsychological framework may offer a viable organizational mode in the understanding of children’s cognitive functioning. Although school psychologists are becoming sensitive to such a perspective (e.g., implications are rarely considered (Schain, 1977). This state of affairs may well reflect the recent polemics in psychology and hence a rather restricted view of behavior. However, expectations in the applied setting are such that the school psychologist is often expected to meld neuropsychological data with more traditions, educational, and behavioral information. Knowledge of rudimentary principles of neuropsychology would seem basic to any consideration of a child’s classroom performance.
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