Since the late 1800s psychologists have been interested in discerning the strategies subjects employ to solve psychological tests (Piaget, 1928, Werner, 1940, Gesell, 1941). Much of this work, however, has relied on qualitative observations. In the 1970s, Edith Kaplan adopted this approach to the analysis of standardized neuropsychological measures. Unlike her predecessors, Dr. Kaplan and her colleagues emphasized the application of modern behavioral neurology to the analysis of the test data. Her approach was later termed the Boston Process Approach to neuropsychological assessment.
While Edith Kaplan's work generates a great deal of enthusiasm, the qualitative nature of her analyses did not allow for its adoption by mainstream neuropsychologists. However, in recent years this limitation has begun to be addressed. Clinicians and researchers have developed new methodologies for quantifying the Boston Process Approach, leading to the emergence of a new field, which is collectively termed the Quantified Process Approach.
Quantified Process Approach to Neuropsychological Assessment outlines the rationale for the emergence of this new approach and reviews the state of the art research literature and up to date clinical applications as they pertain to the evaluation of neuropsychiatric, head injured, and learning disabled patients. When available, norms and scoring forms are included in the appendices.
Table of Contents
D. W. Loring, Preface. Part I: Fundamentals. A. M. Poreh, A Brief Introduction to the Quantified Process Approach. W. Milberg, N. Hebben, The Historical Antecedents of the Boston Process Approach. A. M. Poreh, Methodological Quandaries of the Quantified Process Approach. Part II: The Satellite Testing Paradigm. B. N. Axelrod, G. J. Lamberty, The Oral Trail Making Test. J. J. Ryan, D. S. Kreiner, Clinical Applications of the Digit Symbol-Coding Subtest. E. Vakil, The Added Value of a Temporal-Order Judgment Measure to the Rey-Auditory Verbal Learning Test (AVLT). M. T. Schultheis, J. H. Ricker, Adaptation of the Hooper Visual Organization Test. Part III: The Composition Paradigm. J. L. Woodard, Memory Performance Indexes for the Rey Auditory Verbal Learning Test. A. K. Troyer, M. Moscovitch, Cognitive Processes of Verbal Fluency Tasks. G. J. Lamberty, B. N. Axelrod, Derived Adult Trail Making Test Indices. H. Tuokko, M. E. O'Connell, A Review of Quantified Approaches to the Qualitative Assessment of Clock Drawing. P. K. Shear, A. J. Jak, Quantitative Approaches to the Analysis of Block Design Performance. W. K. Berg, D. L. Byrd, J. P. H. McNamara, C. A. MacDonald, New Indices of Planning Abilities Using the Tower of London Task. Part IV: The Decomposition Paradigm. A. M. Poreh, Quantification and Validation of the Rey–Osterrieth Global-Local Indices. D. N. Allen, J. E. Caron, G. Goldstein, Process Index Scores for the Halstead Category Test. Part V. Combining Paradigms. A. M. Hubley, Capturing Process in Complex Figure Scoring. D.J. Slick, E. Strauss, Measures of Suboptimal Performance Derived from Neuropsychological Tests.
'This book is a valuable resource for clinicians and researchers in the field of neuropsychology. It provides information that will help to transform the process approach from an observational method to an empirically validated methodology. It gives new meaning to the distinction between 'quantitative' and 'qualitative' techniques for evaluating brain-behavior relationships.' - William B. Barr, Chief of Neuropsychology, Comprehensive Epilepsy Center, New York University School of Medicine