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School neuropsychology is a fairly new subspecialty within the profession of school psychology. It involves the integration of neuropsychological and educational principles into the assessment and intervention processes with children, youth, and young adults to facilitate learning and behavior within the school and family systems. School neuropsychologists also play an important role in curriculum development, classroom design, and the integration of differentiated instruction that is based on brain-behavior principles, also called brain-based learning, in order to provide an optimal learning environment for every child.
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School neuropsychology does not prepare school psychologists to diagnose brain impairment—clinical neuropsychologists with a doctorate degree do that-- but does prepare school psychologists to bring a neuropsychological perspective to the increasingly complex learning, behavior, and medical problems found in children and youth. Many infant, childhood, and adolescent disorders are now being considered from a neuropsychological perspective as well as the traditional behavioral, ecological, and psychosocial perspectives, so more sophisticated assessment and remediation techniques are needed. Incorporating neuropsychology principles and techniques into school psychology practice not only improves diagnosis and treatment for youth with significant learning challenges that have obvious symptoms but is especially helpful for children and adolescents with subtle problems who do not function at their best within the normal learning environment.
School neuropsychology requires advanced training in how to integrate neuropsychological principles into the practice of school psychology, along with continued professional development to maintain one’s skills. LPS staff has had this advanced training through Texas Woman’s University's continuing education department and national conferences of the American Board of School Neuropsychology.
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