Psychology in the Schools, Vol.

45(9), 2008 
C 2008 Wiley Periodicals, Inc.
Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/pits.20325

INTRODUCTION TO SPECIAL ISSUE: APPLICATIONS OF NEUROPSYCHOLOGY

IN THE SCHOOLS
SCOTT L. DECKER
Georgia State University

The application of neuropsychological research to school-based problems, which has evolved

into a specialty area of school neuropsychology, has many applications for school psychologists
working in schools. This special issue is just a small sample of the many neuropsychological topics
of relevance to school psychologists. A special focus of this issue is to explore neuropsychological
applications within the context of changing perspectives of school psychology service delivery,
particularly within a multitiered model, and legislative changes in federal law.
In the first article, Witsken, Stoeckel, and D’Amato discuss a variety of issues including the his-
tory of neuropsychology in the schools, training requirements, professional issues, and applications.
Also discussed is the unique position of school psychologists with a neuropsychological perspective
to bridge the gap between various perspectives such as medical and mental health professions. A
flexible neuropsychologically based Response-to-Intervention (NB-RTI) model is presented that
includes service delivery at multiple levels. The article provides an excellent example of how “think-
ing” like a neuropsychologist can enhance the integration and implementation of different service
delivery models.
Decker discusses the opportunities and challenges facing school neuropsychologists in adapting
to changes in implementing and adapting to multitiered service delivery models. One major problem
identified in the article is that most school psychologists and school personnel are unaware of con-
temporary neuropsychological research and its relevance to school-based issues, other than traumatic
brain injury cases. Confounding the problem is the lack of representation of neuropsychology in the
school psychology literature and the potential systematic exclusion and perceived incompatibility
of neuropsychological perspectives and RTI models. Given that neuropsychology has relevance to
many issues of concern to school psychologists, consultation to educate and advocate for neuropsy-
chological services is needed. Neurodevelopmentally informed models of consultation are discussed
to help improve the development of the multitiered system.
Feifer provides a well-informed model that demonstrates the compatibility of RTI and cognitive
neuropsychological methodologies in identifying children with reading disorders. A comprehensive
review of the strengths and weaknesses of different models is provided as well as an integration
of conclusions from the National Reading Panel. The article demonstrates the utility of neuropsy-
chological research in providing concrete and practical suggestions for implementing a multitiered
service delivery model for reading interventions.
Schmitt and Wodrich also demonstrate the utility of neuropsychology in a multitiered system
for a variety of learning problems. Emphasis is placed on the integration of cognitive neuroscience
and the field of learning disabilities as well as on adherence to the basic principles of science and
psychology of predicting and changing behavior.
Hale, Fiorello, Dumont, Willis, Rackley, and Elliott examine the assessment of basic psycho-
logical processes with the Differential Abilities Scales-Second Edition. Whereas the majority of

I thank David McIntosh, consulting editor of Psychology in the Schools, for guidance in completing this special
issue; Jessie Carboni and Kim Oliver, for their help in coordinating manuscript submissions; and all the authors who
contributed to the special issue.
Correspondence to: Scott L. Decker, Department of Counseling and Psychological Services, P.O. Box 3980,
Atlanta, GA 30302. E-mail: sdecker@gsu.edu

779
780 Decker

research has examined outcomes in reading, this study examines outcomes in mathematical achieve-
ment. A stimulating discussion is given on a host of issues including the definition of intelligence
and cognitive abilities, use of profile analysis, and the impact of methodology in influencing the
conceptual understanding of cognitive abilities.
Neuropsychological research extends beyond issues of learning and instruction to medical,
psychiatric, and mental health issues as well. Goldstein and Naglieri demonstrate the importance
of neuropsychology in understanding the diagnosis, treatment, and management of attention-
deficit/hyperactivity disorder (ADHD) and attention problems in children. A firm foundation for
understanding and assessing these behavioral problems is given within a neuropsychological frame-
work. Reynolds and Horton discuss the value of neuropsychology in contributing to our under-
standing of different behavioral domains relevant to children’s academic success. Particularly, the
increasing important construct of Executive Functions (EF) is reviewed as well as research linking
EF performance to particular functions of the brain. Data are presented to demonstrate that different
aspects of EF show peak performance at different ages. Titus, Kanive, Sanders, and Blackburn
provide an excellent summary and demonstration of how an underlying brain condition, epilepsy,
contributes to behavioral concerns as measured by the Behavior Assessment Scale for Children –
Second Edition (BASC-2). As many school psychologists will encounter at least several students
with epilepsy, statistically speaking, the article will serve as a good resource in understanding the
condition and the multifaceted interaction of various contributors to behavioral outcomes. Finally,
Allen, Robins, and Decker provide a similar overview in the neurobiology of autism spectrum dis-
orders and survey results of school psychologist involvement, knowledge, and assessment practice
of autism spectrum disorders. Because of limitations in page length, their article will be published
in a future issue of Psychology in the Schools.
School neuropsychology provides an important perspective in understanding many of the
challenges that face school psychologists. Additionally, it provides an important perspective in un-
derstanding the challenges faced by many children in schools. Different authors represent different
perspectives. Different perspectives will encourage debate, and debate will facilitate greater integra-
tion of ideas and perspectives. However, all authors in this special issue are unified in the belief that
neuropsychology provides an important and valuable perspective in understanding these challenges
and makes a significant contribution to school psychology. I hope that this special issue will pique
the interest of many school psychologists to learn more about neuropsychological applications in
schools.

Psychology in the Schools DOI: 10.1002/pits