Neuroscience, neuropsychological tests, and individual educational needs: Where to now?
E. Gleeson University of Western Sydney Aim: Many educational psychologists are unaware of contemporary neuroscience and neuropsychological research and its relevance to school-based issues of concern. Hence, consultation to educate and advocate for neuropsychological services is needed (Decker, 2008). To this end, this paper reviews current thinking about the use of research-based individualised assessment practices that approximate neuropsychological methods and are designed to help students who are struggling in general education to learn more effectively. As well, a theory-driven cognitive processing measures approach based on such research is proposed. Background: The primary goal of a cognitive neuropsychological assessment is to acquire data relevant to the integrity of core cognitive constructs associated with the learning process (Feifer, 2008). Such an assessment provides greater specificity in constructing targeted interventions, based as they are on the specific functional
