El legado de Luria y la neuropsicología escolar

  1. Manga, Dionisio
  2. Ramos Campos, Francisco
Revista:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Año de publicación: 2011

Volumen: 3

Número: 1

Páginas: 1-13

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Psychology, Society & Education

Resumen

This article reviews the history of neuropsychology applied to work with children. Several authors have advocated for the application of neuropsychology to the school centres, a specialty some have called �school neuropsycology�. Since the term was initially introduced (Hynd & Obrzut, 1981), considerable advances have arisen regarding the field and professional identity of this specialty. Luria�work continues to have a strong international influence. Luria has served for neuropsychological understanding of the individual and for the professional practice. As professional activity, the school neuropsychology focuses in assessing, diagnosing, and intervening with students who are experiencing learning difficulties and/or behaviour disorders in academic setting. In recent years, a comprehensive neuropsychological assessment for intervention is recommended within a school setting. Newer neuropsychological assessment procedures for children represent innovative applications of Luria�s conceptual model. Research and advances in neuroimaging allow us to view how the developmental brain changes.

Referencias bibliográficas

  • Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuopsychology, 8 (2), 71-82.
  • bausela, E. (2008). Estudio de validación de la batería Luria-Inicial en una muestra de escolares mexicanos. Revista Mexicana de Neurociencia, 9 (2), 125- 130.
  • billard, C. y Jambaque, I. (2008). The rapid development of child neuropsychology. Revue Neurologique, 164, S108-S113.
  • Casey, b. J., Galvan, A. y Hare, T. A. (2005). Changes in cerebral functional organization during cognitive development. Current Opinion in Neurobiology, 15, 239-244.
  • Chevalier, N. (2010). Executive functions in children: concepts and developments. Canadian Psychology – Psychologie Canadienne, 51 (3), 149-163.
  • Christensen, A. L. (1975). Luria’s neuropsychological investigation. Munksgaard, Copenhagen, Denmark.
  • Christensen, A.L. (1987). El diagnóstico neuropsicológico de Luria. Madrid: visor. (2.ª ed. revisada).
  • Cleary, M. J. y Scott, A. J. (2011). Developments in clinical neuropsychology: Implications for school psychological services. Journal of School Health, 81 (1), 1-7.
  • D’Amato, r. C., Crepeau-Hobson, F., Huang, L. v. y Geil, M. (2005). Ecological neuropsychology: An alternative to de deficit model for conceptualizing and serving students with learning disabilities. Neuropsychology Review, 15 (2), 97-103.
  • D’Amato, r. C., Fletcher-Janzen, E. y reynolds, C. (Eds.) (2005). Handbook of school neuropsychology. Nueva york: Wiley.
  • Das, J. P. (1999). A Neo-Lurian approach to assessment and remediation. Neuropsychology Review, 9 (2), 107-116.
  • Das, J. P., Naglieri, J. A., y kirby, J. r. (1994). Assessment of cognitive processes: The PASS theory of intelligence. boston: Allyn and bacon.
  • Das, J. P., y varnhagen, C. k. (1986). Neuropsychological functioning and cognitive processing. En J. E. obrzut y G. W. Hynd (Eds.), Child neuropsychology, vol. 1 (pp. 117-140). orlando: Academic Press.
  • Dreschler, r., rizzo, P. y Steinhausen, H. C. (2010). The impact of the instruction and response cost on the modulation of response-style in children with ADHD. Behavioral and Brain Functions, 6, nº 31.
  • Franzen, M.D. (1989). Reliability and validity in neuropsychological assessment. Nueva york: Plenum.
  • Furman, L. M. (2008). Attention-deficit hyperactivity disorder: Does new research support old concepts? Journal of Child Neurology, 23 (7), 775-784.
  • Gaddes, W. H. (1980). Learning disabilities and brain function: A neuropsychological approach. Nueva york: Springer-verlag.
  • Gaddes, W. H. (1981). An examination of the validity of neuropsychological knowledge in educational diagnosis and remediation. En G. W. Hynd y J. E. obrzut (Eds.), Neuropsychological assessment and the school-age child (pp. 27-84). Nueva york: Grune and Stratton.
  • Glozman, J. M. (1999). Quantitative and qualitative integration of Lurian procedures. Neuropsychology Review, 9 (1), 23-32.
  • Golden, C. J. (1981). The Luria-Nebraska Children’s battery: Theory and formulation. En G. W. Hynd y J. E. obrzut (Eds.), Neuropsychological assessment and the school-age child (pp. 277-302). Nueva york: Grune and Stratton.
  • Goldstein, S. y Naglieri, J. (2008). The school neuropsychology of ADHD: Theory, assessment and intervention. Psychology in the Schools, 45 (9), 859-874.
  • Goth-owens, T. L., Martinez-Torteya, C., Martel, M. M. y Nigg, J. T. (2010). Processing weakness in children and adolescents with non-hyperactive but inattentive ADHD (ADD). Child Neuopsychology, 16 (6), 577-591.
  • Hynd, G. W. y obrzut, J. E. (1981). School neuropsychology. Journal of School Psychology, 19, 45-50.
  • Hynd, G. W. y Willis, W. G. (1988). Pediatric neuropsychology. Nueva york: Grune & Straton.
  • Jurado, M. b. y roselli, M. (2007). The elusive nature of executive functions: A review of our current understanding. Neuropsychology Review, 17, 213-233.
  • kaufman, A.S. y kaufman, N.L. (1983). K-ABC. Kaufman assessment battery for children. Interpretative manual. Cicle Pines: American Guidance Service.
  • korkman, M. (1988). NEPSy: An adaptation of Luria’s investigation for young children. The Clinical Neuropsychologist, 2, 375-392.
  • korkman, M. (1999). Applying Luria’s diagnostic principles in the neuropsychological assessment of children. Neuropsychology Review, 9 (2), 89-105.
  • korkman, M., kirk, U. y kemp, S. L. (1998). NEPSY. A developmental neuropsychological assessment. The psychological Corporation, San Antonio, TX.
  • Lehmann, M. y Hasselhorn, M. (2010). The dynamics of free recall and the relation to rehearsal between 8 and 10 years of age. Child Development, 81 (3), 1006-1020.
  • Luria, A. r. (1973). The working brain: An introduction to neuropsychology. Nueva york: basic books. (versión castellana: El cerebro en acción. barcelona. Fontanella, 1979).
  • Luria, A. r. (1980). Higher cortical functions in man (2nd ed.). Nueva york: basic books.
  • Manga, D. y Fournier, C. (1997). Neuropsicología clínica infantil. Estudio de casos en edad escolar. Madrid: Universitas.
  • Manga, D. y ramos, F. (1991). Neuropsicología de la edad escolar. Aplicaciones de la teoría de A. R. Luria a niños a través de la batería Luria-DNI. Madrid: visor.
  • Manga, D. y ramos, F. (1999). Evaluación neuropsicológica. Clínica y Salud, 10, 331-376.
  • Manga, D. y ramos, F. (2000). Luria-DNA. Diagnóstico neuropsicológico de adultos. Madrid: TEA Ediciones.
  • Manga, D. y ramos, F. (2001). Evaluación de los síndromes neuropsicológicos infantiles. Revista de Neurología, 32, 664-675.
  • Manga, D. y ramos, F. (2006). Luria Inicial. Evaluación neuropsicológica en la edad preescolar. Madrid: TEA Ediciones.
  • Manga, D., González, H. y Fournier, C. (2008). Trastornos por déficit de atención en la infancia. En A. belloch, b. Sandín y F. ramos (Eds.), Manual de psicopatología, vol. 2 (pp. 549-566). Madrid: McGraw Hill.
  • Murphy, P. k. y benton, S. L. (2010). The new frontier of educational neuropsychology: unknown opportunities and unfulfilled hopes. Contemporary Educational Psychology, 35, 153-155.
  • obrzut, J. E. (1981). Neuropsychological procedures with school-age children. En G. W. Hynd y J. E. obrzut (Eds.), Neuropsychological assessment and the school-age child (pp. 237-275). Nueva york: Grune and Stratton.
  • obrzut, J. E. y obrzut, A. (1982). Neuropsychological perspectives in pupil services: Practical application of Luria´s model. Journal of Research and Development in Education, 15, 38-47.
  • Quintanar, L., Solovieva, y., Lázaro, E., bonilla, M. r., Mejía, L. y Eslava, J. (2008). Dificultades en el proceso lectoescritor. Laguna de Duero (valladolid): Editorial de la Infancia
  • ramos, F. y Manga, D. (2003). Evaluación neuropsicológica en niños: La batería Luria-DNI y sus aplicaciones. En Fundación Mapfre Medicina, Neuropsicología Infantil (pp. 71-99). Madrid: MAPFrE.
  • randall, r. D., brocki, k. C. y kerns, k. A. (2009). Cognitive control in children with ADHD-C: How efficient are they? Child Neuopsychology, 15 (2), 163-178.
  • Sasaki, T. (2009). Individual differences in working memory capacity in recency effects from the recall process. Psychological Reports, 104 (2), 545-548.
  • Semrud-Clikeman, M. y Teeter, P. A. (2009). Child neuropsychology. Assessment and interventions for neurodevelopmental disorders (2nd ed.). Nueva york: Springer.
  • Shue, K. L. y Douglas, V. I. (1992). Attention deficit hyperactivity disorder and the frontal lobe syndrome. Brain and Cognition, 20, 104-124.
  • Stuss, D. T. y benson, D. F. (1990). The frontal lobes and language. En E. Goldberg (Ed.), Contemporary neuropsychology and the legacy of Luria (pp. 29-50). Hillsdale, NJ : Erlbaum.
  • Tranel, D. (2005). on the use of neuropsychology to diagnose brain damage and study brain-behavior relationships: A comment on Luria. Cortex, 41, 259- 262.
  • Tupper, D. E. (1999). Introduction: Neuropsychological assessment après Luria. Neuropsychology Review, 9 (2), 57-61.
  • Witsken, D., Stoeckel, A. y D’Amato, r. C. (2008). Leading educational change using a neuropsychological response-to-intervention approach: linking our past, present, and future. Psychology in the Schools, 45(9), 781-798.
Fuente de los datos: Dialnet