This revision of Elizabeth Koppitz's Bender Gestalt scoring system retains the developmental approach that made the original so popular while adding new norms, an expanded age range, and improved reliability. These changes give clinicians and educators a highly useful measure of visual-motor integration across the life span. Using the Bender Gestalt II Stimulus Cards, the KOPPITZ-2 requires the examinee to draw increasingly complex figures on a plain sheet of white paper. This relatively unstructured task assesses the individual's ability to relate visual stimuli to motor responses and to organize the effort independently.

The WRAML2 is a carefully standardized psychometric instrument which allows the user to evaluate an individual's memory functioning. The WRAML2 affords evaluation of both immediate and delayed memory ability, as well as the acquisition of new learning. The new WRAML2 is normed for children, adolescents, and adults. The normative sample was constructed using a national stratified sampling technique, controlling for age, sex, race, region, and education. As with the original Wide Range Assessment of Memory and Learning (WRAMLTM), the WRAML2 includes standard scores, scaled scores, and percentiles. Age equivalents are provided for the child and pre-adolescent age groups. Only one subtest (Visual Learning) was eliminated in the revision.

The fourth edition of this comprehensive sourcebook on adult neuropsychology presents a clear and well-documented exposition of brain-behavior relationships underlying higher mental activity with a practical guide to neuropsychological testing. It discusses the psychological, neurological, and statistical bases of neuropsychology and relates them to test interpretation. The revised fourth edition reviews more than 200 psychological tests and neuropsychological assessment techniques. The chapter on examination procedures now contains sections on cognitive functioning in pain and PTSD patients. The chapter on brain disorders includes new material on electrical/lightning injuries, migraine, Alzheimer's disease and other dementing disorders, and
both medical and psychological treatments. The fully revised chapter on assessing response bias describes and evaluates more than 60 tests, test combinations, and other measures for detecting questionable effort within the context of forensic neuropsychological assessment. This is a most helpful text for all clinical psychologists who would like to increase their knowledge of neuropsychological testing.

Here is a practical, hands-on guide to using neuropsychology in the schools. Written for school psychologists, special education professionals, teachers, diagnosticians, occupational therapists, and speech-language pathologists, this handbook shows you how to use cognitive and emotional/behavioral assessments to create educational plans that make sense in the real world. For the school professional who must evaluate and educate children with attention-deficit disorder, obsessive-compulsive disorder, learning disorders, autism, or other problems, this is an invaluable guidebook. Experienced neuropsychologists also may find it useful, as it provides an insider's view of the school setting. Following a general discussion of neuropsychology and school psychology, the book describes assessment from a neuro-- psychological perspective, looking at six cognitive domains and the relationship of each to performance patterns. The author analyzes Wechsler subtests from both a conventional perspective and a neuropsychological, "process" perspective.

This popular measure of intellectual ability and impairment has been used with millions of individuals 14 years of age and older. The Scale is composed of two brief subtests: (1) a 40-item Vocabulary Test that requires the respondent to choose which of four listed words "means the same or nearly the same" as a specified target word; and (2) a 20-item Abstract Thinking Test, which requires the respondent to fill in numbers or letters that logically complete a given sequence. The Shipley measures the discrepancy between vocabulary and abstract concept formation, providing a useful measure of cognitive impairment. In addition, it is widely used as a convenient intelligence measure because it is self-administering and brief and can be individually or group administered.

This measure of visual and verbal memory allows clinicians to quickly distinguish between right- and left- hemisphere brain damage--and to make judgments about localization. Sensitive enough to detect minor degrees of memory deficit, the Recognition Memory Test (RMT) does not tap, and is therefore not diluted by, cognitive skills as is the Wechsler Memory Scale. The test consists of two simple subtests, Recognition Memory for Words and Recognition Memory for Faces. Standardization is based on more than 300 individuals, including normals and patients suspected of having neurological disease, brain damage, or head injury. Norms are provided for ages 18-70 years. The RMT is easy-to-use and it provides clinically relevant information for those treating organic neurological disease or dysfunction.

Here is a rapid and reliable way to identify possible neurological interference in learning. Individually administered to children in grades K--12, the QNST-II assesses 15 areas of neurological integration. This revision includes the latest research findings concerning the soft neurological signs that may accompany learning disabilities. The test alerts special education professionals to physical problems (in dexterity, visual tracking, spatial orientation, tactile perceptual abilities, and motor skills) that often co-occur with learning disabilities.
The QNST-II requires the examinee to perform a series of motor tasks adapted from neurological pediatric examinations and from neuropsychological and developmental scales. These nonthreatening tasks sample maturity of motor development, skill in controlling large and small muscles, motor planning and sequencing, sense of rate and rhythm, spatial organization, visual and auditory perceptual skills, balance and cerebellar-vestibular function, and disorders of attention. This revision features clearer instructions, simplified scoring, and a protocol sheet with a handy summary of all subtest scores and classifications as well as the overall score and functional category determination.
Normative data on more than 1,200 regular classroom students and 1,000 learning-disabled subjects are presented in the Manual. Scores are easily recorded as the test is administered. The QNST-II is an excellent way to screen students for suspected learning disabilities.

Here is a quick and convenient way to screen adults for neuropsychological symptoms. This brief self-report questionnaire addresses both global impairment and specific symptom areas, eliciting diagnostically relevant information that might otherwise go unreported. The NIS brings up symptoms that patients often fail to mention in an informal clinical interview. A useful addition to any general psychological evaluation, it is an efficent way to screen for organic problems.
Serving as an "early warning system," the NIS can identify areas for inquiry, focus treatment efforts and help determine whether the patient will benefit from therapy. It has proven particularly useful in assessing age- and AIDS-related demetia.

Based on Jon Eisenson’s previous editions, the EFA-4 has been completely revised to evaluate the cognitive, personality, and linguistic modifications that are associated with acquired aphasia. The EFA-4’s subtests help determine areas of strength and weakness for receptive and expressive functions as well as for the communication processes that underpin language use. EFA-4 tests visual, auditory and tactile recognition as well as auditory and reading comprehension of words, sentences, and paragraphs. Expressive and productive tasks include simple skills, automatic language, arithmetic computations, and language items that parallel those for receptive tasks. This edition incorporates aspects of the examinee’s social history, acknowledging the contemporary integration of social models of aphasia with attention to treatment planning that focuses on ICF guidelines: restoration of activities and participation in daily life. The EFA-4 emphasizes more detailed examination of word retrieval and lexical-semantic skills including phonological, semantic, and category generative naming. An optional “Tell a Story” test (in response to a picture) assesses self-organized language content. The Personal History Form is used to record information on individual and unique aspects of the examinee and his or her test performance as well as to record and profile the EFA-4 subtest and composite scores. Raw scores can be converted to percentiles and plotted on the profile and compared to extensive new norms that have been collected with the EFA-4. The Examiner Record Booklet includes brief administration directions for experienced EFA-4 examiners and space for observations and clinical impressions. New in this edition is the EFA-4 Short Form, which can be used when the full Diagnostic Form cannot be administered due to practical time restrictions.
Features of the EFA-4:
An all new Short Form which includes 17 item sets from the Diagnostic Form. All new Personal History and Diagnostic Summary Forms have been added to facilitate the gathering of the client’s background information and summarizing the results of the EFA-4 testing. All new normative data--Standard scores and percentile ranks are now provided. Highly reliable and valid--Special attention has been devoted to showing that the test is reliable and valid for the general population. All new positive predictive studies indicate the high sensitivity, specificity, and positive predictive ability of the EFA-4. Characteristics of the total EFA-4 normative sample relative to socioeconomic factors, gender, ethnicity, and other critical variables are the same as those reported for 2005 in the Statistical Abstract of the United States (U.S. Bureau of the Census, 2005) and, therefore, are representative of the current U.S. population.

The M-WCST is a modification of the original Wisconsin Card Sorting Test that eliminates all cards from the original 128-card deck that share more than one attribute with a stimulus card (e.g., each response card whose stimuli match a stimulus card in both color and form was eliminated). This results in a 48-card deck, which is used along with four stimulus cards. This and other modifications enable impaired and elderly adults to more easily understand the directions, reducing frustration. Age-, sex-, and education-based norms are provided in the manual.
Four scores are calculated for the M-WCST: Number of Categories Correct, Number of Perseverative Errors, Number of Total Errors, and Percent of Perseverative Errors. In addition, an Executive Function Composite score can be calculated.