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NEPSY-II
   Overview

         BY
BROOKE SCHAUDER, PHD
What this introduction will cover:

? Development of the NEPSY-II
? Domains of Focus
? When to use NEPSY-II
? Specific Subtests
? Case Presentations
  ? Ongoing
    ? Practice Administration
    ? Conduct subtests with patients
    ? Review scores and interpretation
Background

? Original NEPSY developed in 1998 (Finnish version in 1988)
? NEPSY-II increases content and psychometric properties
? Strong basis for development was Luria’s approach to
  assessment of adults with brain damage
  ?   Luria –Nebraska 11 clinical scales:
      ?   reading
      ?   writing
      ?   arithmetic
      ?   visual
      ?   memory
      ?   expressive language
      ?   receptive language
      ?   motor function
      ?   rhythm
      ?   tactile
      ?   intellectual
Developmental & Neuropsychological Theory

? Subtests to assess BASIC components of cognition
  (i.e., fingertip tapping)
? Subtests to assess complex cognition, requiring skills
  from basic components (i.e., auditory attention)
 ?   Thus, scores can help inform how performance in one domain
     can affect performance in other, more complex mental
     processes.
 ?   Performance on BASIC tests would ceiling at early age, while
     COMPLEX improves over childhood
Standardization

? 1,200 cases
? 3-16 years
? Proportions of races (within each age group) based
  on 2003 census
? Division of geographic quadrants
  (Northeast, Midwest, South, West) according to
  census bureau data
? Stratified Sample according to parent education
? Each age group had 50 males and 50 females
Reliability & Validity
? MOST have adequate to
 high internal consistency           ? Lower Reliability
 or stability                          ? Response Set Total Correct
                                         (.55 for 11 & 12 year olds)
 ?   Highest relaibility subtests:
                                       ? Inhibition Total Errors (.35
     ? Comprehension of
       Instructions                      for 10 year olds)
     ? Design Copying                  ? Memory for Designs Spatial
                                         and Total Scores
     ? Fingertip Tapping
                                       ? Memory for Designs Delayed
     ? Imitating Hand Positions
                                         Total Score (.44 for 10 year
     ? List Memory
                                         olds)
     ? Memory for Names
     ? Phonological Processing
     ? Picture Puzzles
     ? Sentence Repetition
Test & Retest Stability

? Range   from .44-89 (most in in 70-80 range)

? INTERSCORER      AGREEMENT
 ?93-99%


? VALIDITY

 ?moderate  - high correlations with WISC-IV
   and DAS-II
Administration

Ages: 3-16 years

General Assessment:
? Preschool-ages - 45 minutes

? School ages - 1 hour

? Full Assessment:

? Preschool-ages - 90 minutes

? School ages - 2 to 3 hours
Attention and Executive Functioning
              (self-regulatory skills)
? Strategic planning       SUBCOMPONENTS
? Regulation based on      Initiation
 environmental feedback    Inhibition
                           Selective Attention
                           Flexibility
                           Sustained Attention
                           Fluency
                           Working Memory
Language

? Expressive                 ? Receptive
 ?   Oromotor Control and     ?   Phonological Processing
     Articulation             ?   Repetition
 ?   Naming
 ?   Repetition
 ?   Word Generation
Memory and Learning

? Immediate and Delayed   ? Supraspan Learning:
    Memory                 memorization of material
?   Encoding               exceeding max. capacity
?   Retrieval              for immediate memory
                           (through repetition)
?   Working Memory
?   Memory Span
?   Repetition
?   Rote Memory
Motor Skills
? Sensorimotor Functioning and Motor Coordination
? Visuomotor Functions
? Imitation of Motor Positions and Sequences



                Social Perception
? Memory for Faces
? Facial Affect Recognition
? Theory of Mind
Visual and Visuoperceptual Processing
? Visual Perception
? Spatial Processing
? Visuoconstructional Skills
? Local and Global Processing
Referral Questions

? Learning Disorder –       ? Perceptual/Motor Delays
    Language                ? School Readiness
?   Learning Disorder –     ? Social/Interpersonal
    Mathematics               Differences
?   ADHD                    ? General
?   Behavioral Problems
?   Language Delays
Attention/Concentration

? Animal Sorting (7-16): formulation of basic concepts,
  categories, shifting from on concept to another
? Auditory Attention (5-16): selective auditory
  attention, vigilance
 ?   Auditory Response set (7-16): shift and maintain attention,
     inhibition of previously learned information, responding to
     matching or contrasting stimuli
Attention and Concentration (continued)
? Clocks (7-16): planning, organization,
    visuoperceptual and visuospatial skills
?   Design Fluency (5-12): behavioral productivity in
    generation of designs
?   Inhibition (5-16): inhibition of automatic
    responses, switching between response type
?   Statue (3-6): motor persistence and inhibition
?   Speeded Naming (3-16): Rapid semantic access
?   Word Generation (3-16): Verbal productivity and
    generation
Attention and Concentration
                      (continued)

? Sentence Repetition (3-6): Sentence repetition of
    increasing complexity
?   Word List Interference (7-16): Verbal working
    memory, repetition, word recall following
    interference
?   Imitating Hand Positions (3-12)
?   Manual Motor Sequences (3-12): Imitation of
    rhythmic movement sequences
?   Affect Recognition (3-16): Recognition of affect
Attention and Concentration
                   (continued)

? Theory of Mind (3-16): Understanding belief,
  intention, deception, emotion, imagination, and
  pretending, perspective taking
? Arrows (5-16): Line oriention
? Design Copying (3-16): Visuospatial and visuomotor
  ability
? Geometric Puzzles (3-16): Mental rotation,
  visuospatial analysis, attention to detail
Behavioral Problems

? Animal Sorting
? Auditory Attention and Response Set
? Clocks
? Design Fluency
? Inhibition
? Statue
? Comprehension of Instructions (3-16): Ability to
 receive, process, and execute oral instructions
Behavioral Problems
                  (continued)
? Speeded Naming
? Word Generation
? Memory for Faces Immediate and Delayed (5-16):
  Encoding of facial
  features, discrimination, recognition
? Sentence Repetition
? Fingertip Tapping (5-16): Finger dexterity, motor
  speed, rapid motor programming.
? Visuomotor Precision (3-12): Graphomotor speed
  and accuracy
Behavioral Problems
                   (continued)

? Affect Recognition
? Theory of Mind
? Arrows
? Design Copying
Language Delays/Disorders

? Animal Sorting
? Auditory Attention and Response Set
? Clocks
? Inhibition
? Statue
? Comprehension of Instructions
? Body Part Naming and Identification (3-4):
 Confrontation naming and name recognition,
 expressive and receptive language
Language (continued)

? Comprehension of Instructions
? Oromotor Sequences (3-12): Oromotor
    Coordination
?   Repetition of Nonsense Words (5-12): Phonological
    encoding and decoding
?   Speeded Naming
?   Memory for Names (5-16): Encoding, immediate,
    and delayed memory of visual and verbal
    information
?   Narrative Memory (3-16): Memory for organized
    verbal material, retrieval of memory
Language (continued)

? Sentence Repetition
? Word List Interference
? Imitating Hand Positions
? Visuomotor Precision
? Affect Recognition
? Design Copying
Social/Interpersonal

? Animal Sorting
? Auditory Attention and Response Set
? Design Fluency
? Inhibition
? Statue
? Comprehension of Instructions
? Phonological Processing
? Speeded Naming
? Word Generation
Social/Interpersonal (continued)

? Memory for Faces
? Memory for Designs (3-16): Spatial Memory for
    novel visual material
?   Narrative Memory
?   Word List Interference
?   Fingertip Tapping
?   Imitating Hand Positions
?   Manual Motor Seequences
?   Visuomotor Precision
Social/Interpersonal (continued)
? Affect Recognition
? Theory of Mind
? Arrows
? Block Construction (3-16): Motor and visual-
  perception
? Design Copying
? Geometric Puzzles
? Picture Puzzles (7-16): Visual
  Discrimination, spatial localization, visual
  scanning, whole-part relationships
Learning Differences - Reading

? Primary Domains Tested: Attention and Executive
 Functioning & Language


   Learning Differences – Math
? Primary Domains: Attention and Executive
 Functioning, Memory and Learning, Visuospatial
 Processing
School Readiness

? Major Domain Assessed: Language




Perceptual/Motor Delays/Disorders
? Attention and Executive, Sensorimotor, Visuospatial
 Processing
Interpretation

? Attention and Exec. Fxn Subtests:
 ? Animal Sorting Low Score:
   ?poor initiation, poor self-monitoring, poor
    conceptual reasoning, low semantic knowledge
 ? Low Auditory Attention Score:

   ?Poor selective attention, poor sustained
    attention, slow responding, poor inhibition
Interpretation

? Attention and Exec. Fxn Subtests (Cont)
  ? Low Response Set Score:

    ?same as Auditory + possible poor working
     memory
  ? Low Clocks Score:

    ?poor planning and organization, poor drawing
     ability, poor reading ability
  ? Design Fluency Low:

    ?Problems with initiation, poor cognitive
     flexibility
Interpretation

? Inhibition Low Score:
  ? Poor inhibition

? Inhibition-Switching Low Score:
  ? Poor inhibition, poor cognitive flexibility

? Statue Low Score
  ? Poor overall inhibition

LANGUAGE DOMAIN
? Body Part Naming low score:
  ?   Poor word finding
? Body Part Identification low score:
  ? Underdeveloped semantic knowledge
Interpretation

? Comprehension of Instructions low score:
  ? Linguistic or syntactic deficit, poor ability to follow multistep
    commands
? Oromotor Sequences low score:
  ? Deficits in motor programming for speech production

? Phonological Processing low score:
  ? Poor phonological awareness and processing
Interpretation

? Repetition of Nonsense Words low score:
  ? Poor articulation, poor language analysis

? Speeded Naming low score:
  ? Reduced automatic lexical access; slow processing speed, poor
    naming ability
? Word Generation low scores:
  ? poor executive control, poor initiation
Interpretation

                    MEMORY
? Low List Memory (Immediate and Delayed)
  ?   Poor remote memory or supraspan (verbal) skills
? Low Memory for Designs:
  ? Poor visuospatial memory

? Low Memory for Faces:
  ? Poor visual discriminatin and recognition

? Low Memory for Names:
  ? Poor learning (encoding) or retrieval

? Low Narrative Memory:
  ? Poor expression or comprehension; poor verbal encoding
Interpretation

? Low Sentence Repetition:
  ? Poor Verbal (short-term) memory

? Low Word-List Interference
  ? Poor Verbal Working memory

                  SENSORIMOTOR
? Low Fingertip Tapping:
  ?   Poor fine-motor control
? Low Imitating Hand Positions:
  ? Poor fine-motor programming and differentiation, low
    visuospatial abilities
Interpretation

? Low Manual Motor Sequences:
  ? Poor manual motor programming

? Low Visuomotor Precision:
  ? Poor fine-motor coordination, low speed



                SOCIAL PERCEPTUAL
? Low Affect Recognition:
  ?   Poor facial affect recognition
? Low Theory of Mind:
  ? Problems with perspective taking
Interpretation

                       VISUOSPOATIAL
? Low Arrows:
  ? Poor visuospatial skills

? Low Block Construction:
  ? Poor visuoconstructional skills, poor planning, deficits in
    perceiving gestalt (3-D)
? Low Design Copying:
  ? Poor visuoconstructional skills (2-D)

? Low Geometric Puzzles:
  ? Poor perception, poor mental rotation
Interpretation

? Low Picture Puzzles:
  ? Poor visual perception, poor scanning

? Low Route Finding
  ? Poor visual-spatial relations, poor orientation
Scoring

                Three types of scores
? Primary Scores: Global aspects or key clinical
  variables
 ?   Examples: AR total, AW total
     ?   Usually expressed as SCALED SCORE, but can be as PERCENTILE
         RANK

 ?   Combined Score (a type of Primary Score): total scores made
     by combining 2 measures within the subtest
     ?   Example: Animal Sorting total errors combined with total correct
Scoring

? Primary Scores (cont)
 ? Cumulative   Percentage: % of children at a
   specific age that exhibit the behavior
 ? Base rate of 10% means that 10% of children had
   an equal or lower score
 ? Base rate: concept is on rareness of the finding
   rather than how well child performed relative to
   normal distribution
Scoring

? Primary Scores (cont)
 ? Combined   scores:
   ?One score is weighted more heavily toward the
    construct being measured; for example with
    errors vs. speed in inhibition tasks, errors are
    weighted more heavily than speed because
    errors are related to executive functions more
    so than speed of processing.
   ?Always presented as Scaled Scores
Scoring

? Process Scores: more specific than Primary Scores.
  ? May not be relevant for all children- depends on referral
    question.

  ?   For example, on Affect Recognition, there is a process score for
      emotion error type – may only be relevant to certain
      assessment questions (i.e. an individual being tested for ASD)

  ?   Can be expressed as percentile rank, scaled score, or
      cumulative percentage
Scoring

? Contrast Scores: To compare higher level (more
 complex) to lower level (more basic) functions to
 help ascertain where the problem lies by providing
 data on one variable while controlling the other
 ?   Compares how child did compared to norm who had same
     score on the variable being controlled
     ?   Example: AA combined = 10 and RS combined = 4, Contrast score
         = 4; means that child did well below expected level on RS
         considering his score on AA combined; conversely, if AA=4 and
         RS=10, Contrast may = 14, meaning that child didmuch better
         than expected on RS considering his score on AA
 ?   Contrast scores are always Scaled Scores
Scoring

? Behavioral Observations, such as “distracted, off-task
 behaviors, physical movement” receive cumulative
 percentages or percents.
THE END

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Nepsy ii

  • 1. NEPSY-II Overview BY BROOKE SCHAUDER, PHD
  • 2. What this introduction will cover: ? Development of the NEPSY-II ? Domains of Focus ? When to use NEPSY-II ? Specific Subtests ? Case Presentations ? Ongoing ? Practice Administration ? Conduct subtests with patients ? Review scores and interpretation
  • 3. Background ? Original NEPSY developed in 1998 (Finnish version in 1988) ? NEPSY-II increases content and psychometric properties ? Strong basis for development was Luria’s approach to assessment of adults with brain damage ? Luria –Nebraska 11 clinical scales: ? reading ? writing ? arithmetic ? visual ? memory ? expressive language ? receptive language ? motor function ? rhythm ? tactile ? intellectual
  • 4. Developmental & Neuropsychological Theory ? Subtests to assess BASIC components of cognition (i.e., fingertip tapping) ? Subtests to assess complex cognition, requiring skills from basic components (i.e., auditory attention) ? Thus, scores can help inform how performance in one domain can affect performance in other, more complex mental processes. ? Performance on BASIC tests would ceiling at early age, while COMPLEX improves over childhood
  • 5. Standardization ? 1,200 cases ? 3-16 years ? Proportions of races (within each age group) based on 2003 census ? Division of geographic quadrants (Northeast, Midwest, South, West) according to census bureau data ? Stratified Sample according to parent education ? Each age group had 50 males and 50 females
  • 6. Reliability & Validity ? MOST have adequate to high internal consistency ? Lower Reliability or stability ? Response Set Total Correct (.55 for 11 & 12 year olds) ? Highest relaibility subtests: ? Inhibition Total Errors (.35 ? Comprehension of Instructions for 10 year olds) ? Design Copying ? Memory for Designs Spatial and Total Scores ? Fingertip Tapping ? Memory for Designs Delayed ? Imitating Hand Positions Total Score (.44 for 10 year ? List Memory olds) ? Memory for Names ? Phonological Processing ? Picture Puzzles ? Sentence Repetition
  • 7. Test & Retest Stability ? Range from .44-89 (most in in 70-80 range) ? INTERSCORER AGREEMENT ?93-99% ? VALIDITY ?moderate - high correlations with WISC-IV and DAS-II
  • 8. Administration Ages: 3-16 years General Assessment: ? Preschool-ages - 45 minutes ? School ages - 1 hour ? Full Assessment: ? Preschool-ages - 90 minutes ? School ages - 2 to 3 hours
  • 9. Attention and Executive Functioning (self-regulatory skills) ? Strategic planning SUBCOMPONENTS ? Regulation based on Initiation environmental feedback Inhibition Selective Attention Flexibility Sustained Attention Fluency Working Memory
  • 10. Language ? Expressive ? Receptive ? Oromotor Control and ? Phonological Processing Articulation ? Repetition ? Naming ? Repetition ? Word Generation
  • 11. Memory and Learning ? Immediate and Delayed ? Supraspan Learning: Memory memorization of material ? Encoding exceeding max. capacity ? Retrieval for immediate memory (through repetition) ? Working Memory ? Memory Span ? Repetition ? Rote Memory
  • 12. Motor Skills ? Sensorimotor Functioning and Motor Coordination ? Visuomotor Functions ? Imitation of Motor Positions and Sequences Social Perception ? Memory for Faces ? Facial Affect Recognition ? Theory of Mind
  • 13. Visual and Visuoperceptual Processing ? Visual Perception ? Spatial Processing ? Visuoconstructional Skills ? Local and Global Processing
  • 14. Referral Questions ? Learning Disorder – ? Perceptual/Motor Delays Language ? School Readiness ? Learning Disorder – ? Social/Interpersonal Mathematics Differences ? ADHD ? General ? Behavioral Problems ? Language Delays
  • 15. Attention/Concentration ? Animal Sorting (7-16): formulation of basic concepts, categories, shifting from on concept to another ? Auditory Attention (5-16): selective auditory attention, vigilance ? Auditory Response set (7-16): shift and maintain attention, inhibition of previously learned information, responding to matching or contrasting stimuli
  • 16. Attention and Concentration (continued) ? Clocks (7-16): planning, organization, visuoperceptual and visuospatial skills ? Design Fluency (5-12): behavioral productivity in generation of designs ? Inhibition (5-16): inhibition of automatic responses, switching between response type ? Statue (3-6): motor persistence and inhibition ? Speeded Naming (3-16): Rapid semantic access ? Word Generation (3-16): Verbal productivity and generation
  • 17. Attention and Concentration (continued) ? Sentence Repetition (3-6): Sentence repetition of increasing complexity ? Word List Interference (7-16): Verbal working memory, repetition, word recall following interference ? Imitating Hand Positions (3-12) ? Manual Motor Sequences (3-12): Imitation of rhythmic movement sequences ? Affect Recognition (3-16): Recognition of affect
  • 18. Attention and Concentration (continued) ? Theory of Mind (3-16): Understanding belief, intention, deception, emotion, imagination, and pretending, perspective taking ? Arrows (5-16): Line oriention ? Design Copying (3-16): Visuospatial and visuomotor ability ? Geometric Puzzles (3-16): Mental rotation, visuospatial analysis, attention to detail
  • 19. Behavioral Problems ? Animal Sorting ? Auditory Attention and Response Set ? Clocks ? Design Fluency ? Inhibition ? Statue ? Comprehension of Instructions (3-16): Ability to receive, process, and execute oral instructions
  • 20. Behavioral Problems (continued) ? Speeded Naming ? Word Generation ? Memory for Faces Immediate and Delayed (5-16): Encoding of facial features, discrimination, recognition ? Sentence Repetition ? Fingertip Tapping (5-16): Finger dexterity, motor speed, rapid motor programming. ? Visuomotor Precision (3-12): Graphomotor speed and accuracy
  • 21. Behavioral Problems (continued) ? Affect Recognition ? Theory of Mind ? Arrows ? Design Copying
  • 22. Language Delays/Disorders ? Animal Sorting ? Auditory Attention and Response Set ? Clocks ? Inhibition ? Statue ? Comprehension of Instructions ? Body Part Naming and Identification (3-4): Confrontation naming and name recognition, expressive and receptive language
  • 23. Language (continued) ? Comprehension of Instructions ? Oromotor Sequences (3-12): Oromotor Coordination ? Repetition of Nonsense Words (5-12): Phonological encoding and decoding ? Speeded Naming ? Memory for Names (5-16): Encoding, immediate, and delayed memory of visual and verbal information ? Narrative Memory (3-16): Memory for organized verbal material, retrieval of memory
  • 24. Language (continued) ? Sentence Repetition ? Word List Interference ? Imitating Hand Positions ? Visuomotor Precision ? Affect Recognition ? Design Copying
  • 25. Social/Interpersonal ? Animal Sorting ? Auditory Attention and Response Set ? Design Fluency ? Inhibition ? Statue ? Comprehension of Instructions ? Phonological Processing ? Speeded Naming ? Word Generation
  • 26. Social/Interpersonal (continued) ? Memory for Faces ? Memory for Designs (3-16): Spatial Memory for novel visual material ? Narrative Memory ? Word List Interference ? Fingertip Tapping ? Imitating Hand Positions ? Manual Motor Seequences ? Visuomotor Precision
  • 27. Social/Interpersonal (continued) ? Affect Recognition ? Theory of Mind ? Arrows ? Block Construction (3-16): Motor and visual- perception ? Design Copying ? Geometric Puzzles ? Picture Puzzles (7-16): Visual Discrimination, spatial localization, visual scanning, whole-part relationships
  • 28. Learning Differences - Reading ? Primary Domains Tested: Attention and Executive Functioning & Language Learning Differences – Math ? Primary Domains: Attention and Executive Functioning, Memory and Learning, Visuospatial Processing
  • 29. School Readiness ? Major Domain Assessed: Language Perceptual/Motor Delays/Disorders ? Attention and Executive, Sensorimotor, Visuospatial Processing
  • 30. Interpretation ? Attention and Exec. Fxn Subtests: ? Animal Sorting Low Score: ?poor initiation, poor self-monitoring, poor conceptual reasoning, low semantic knowledge ? Low Auditory Attention Score: ?Poor selective attention, poor sustained attention, slow responding, poor inhibition
  • 31. Interpretation ? Attention and Exec. Fxn Subtests (Cont) ? Low Response Set Score: ?same as Auditory + possible poor working memory ? Low Clocks Score: ?poor planning and organization, poor drawing ability, poor reading ability ? Design Fluency Low: ?Problems with initiation, poor cognitive flexibility
  • 32. Interpretation ? Inhibition Low Score: ? Poor inhibition ? Inhibition-Switching Low Score: ? Poor inhibition, poor cognitive flexibility ? Statue Low Score ? Poor overall inhibition LANGUAGE DOMAIN ? Body Part Naming low score: ? Poor word finding ? Body Part Identification low score: ? Underdeveloped semantic knowledge
  • 33. Interpretation ? Comprehension of Instructions low score: ? Linguistic or syntactic deficit, poor ability to follow multistep commands ? Oromotor Sequences low score: ? Deficits in motor programming for speech production ? Phonological Processing low score: ? Poor phonological awareness and processing
  • 34. Interpretation ? Repetition of Nonsense Words low score: ? Poor articulation, poor language analysis ? Speeded Naming low score: ? Reduced automatic lexical access; slow processing speed, poor naming ability ? Word Generation low scores: ? poor executive control, poor initiation
  • 35. Interpretation MEMORY ? Low List Memory (Immediate and Delayed) ? Poor remote memory or supraspan (verbal) skills ? Low Memory for Designs: ? Poor visuospatial memory ? Low Memory for Faces: ? Poor visual discriminatin and recognition ? Low Memory for Names: ? Poor learning (encoding) or retrieval ? Low Narrative Memory: ? Poor expression or comprehension; poor verbal encoding
  • 36. Interpretation ? Low Sentence Repetition: ? Poor Verbal (short-term) memory ? Low Word-List Interference ? Poor Verbal Working memory SENSORIMOTOR ? Low Fingertip Tapping: ? Poor fine-motor control ? Low Imitating Hand Positions: ? Poor fine-motor programming and differentiation, low visuospatial abilities
  • 37. Interpretation ? Low Manual Motor Sequences: ? Poor manual motor programming ? Low Visuomotor Precision: ? Poor fine-motor coordination, low speed SOCIAL PERCEPTUAL ? Low Affect Recognition: ? Poor facial affect recognition ? Low Theory of Mind: ? Problems with perspective taking
  • 38. Interpretation VISUOSPOATIAL ? Low Arrows: ? Poor visuospatial skills ? Low Block Construction: ? Poor visuoconstructional skills, poor planning, deficits in perceiving gestalt (3-D) ? Low Design Copying: ? Poor visuoconstructional skills (2-D) ? Low Geometric Puzzles: ? Poor perception, poor mental rotation
  • 39. Interpretation ? Low Picture Puzzles: ? Poor visual perception, poor scanning ? Low Route Finding ? Poor visual-spatial relations, poor orientation
  • 40. Scoring Three types of scores ? Primary Scores: Global aspects or key clinical variables ? Examples: AR total, AW total ? Usually expressed as SCALED SCORE, but can be as PERCENTILE RANK ? Combined Score (a type of Primary Score): total scores made by combining 2 measures within the subtest ? Example: Animal Sorting total errors combined with total correct
  • 41. Scoring ? Primary Scores (cont) ? Cumulative Percentage: % of children at a specific age that exhibit the behavior ? Base rate of 10% means that 10% of children had an equal or lower score ? Base rate: concept is on rareness of the finding rather than how well child performed relative to normal distribution
  • 42. Scoring ? Primary Scores (cont) ? Combined scores: ?One score is weighted more heavily toward the construct being measured; for example with errors vs. speed in inhibition tasks, errors are weighted more heavily than speed because errors are related to executive functions more so than speed of processing. ?Always presented as Scaled Scores
  • 43. Scoring ? Process Scores: more specific than Primary Scores. ? May not be relevant for all children- depends on referral question. ? For example, on Affect Recognition, there is a process score for emotion error type – may only be relevant to certain assessment questions (i.e. an individual being tested for ASD) ? Can be expressed as percentile rank, scaled score, or cumulative percentage
  • 44. Scoring ? Contrast Scores: To compare higher level (more complex) to lower level (more basic) functions to help ascertain where the problem lies by providing data on one variable while controlling the other ? Compares how child did compared to norm who had same score on the variable being controlled ? Example: AA combined = 10 and RS combined = 4, Contrast score = 4; means that child did well below expected level on RS considering his score on AA combined; conversely, if AA=4 and RS=10, Contrast may = 14, meaning that child didmuch better than expected on RS considering his score on AA ? Contrast scores are always Scaled Scores
  • 45. Scoring ? Behavioral Observations, such as “distracted, off-task behaviors, physical movement” receive cumulative percentages or percents.

Editor's Notes

  1. How many have conducted a NEPSY-II?Purpose of this intro is not to make you competent, but to introduce the NEPSY-II. Over course of the year hopefully we’ll have some cases where you can conduct portions with supervision and develop competency. This will be broken into portions.
  2. Think back to neuropsych and the Luria model. Luria- Nebraska purpose is mainly to identify focal damage
  3. Why the NEPSY-II is such a different test is that it is based on a combination of developmental AS WELL AS Neuropsychological Theory SLIDEIf time/budget allowed, excellent for ALL kids with learning disorders and special needs who have certain functions intact and others impaired – most daily tasks are extremely complex, not fingertip tapping. Examining specific functions extremely closely can provide much clearer picture and inform more effective intervention
  4. SLIDEAs with most neuropsych instruments, verbal subtests have higher reliability
  5. Overall, considered a stable and valid measure – can find all info on various measures of validity and reliability in manual
  6. Overall, considered a stable and valid measure – can find all info on various measures of validity and reliability in manual
  7. The major domains tested
  8. How might each of these manifest in child psych or in ASD?General: Most sensitive of subtests from each domainPASS OUT SUBTEST RECS FOR REFERRAL BATTERIES
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