An examination of the neuropsychological basis of emotional disabilities in children.

摘要

The primary purpose of this study was to examine the discriminant validity of the NEPSY---A Developmental Neuropsychological Assessment (Korkman, Kirk, & Kemp, 1998) in children with an emotional disability and children in regular education. The utility of the NEPSY was evaluated for preventative interventions, thus better serving those with emotional disabilities. This research addressed whether there were quantifiable differences in the neuropsychological functioning in children who had been identified under the Individuals with Disabilities Education Act (IDEA) (1990) as having an emotional disability. Specifically, the research compared neuropsychological outcomes of children who were identified with an emotional disability with children in regular education. This project was based on the theoretical principles underlying Luria's approach to neuropsychology and how it related to frontal lobe functioning specifically. Previous research indicated several fundamental neuropsychological frontal lobe deficits in children with emotional disabilities. These features subserve (a) attention; (b) reasoning and planning; (c) the ability to grasp the essence of a situation, utilize past experience, or regulate behavior through verbal input; (d) initiative, spontaneity, and verbal and constructional fluency; (e) spatial orientation; and (f) behavior restraint, social affect, and global features of personality.;Knowledge of emotional disabilities and their bases in neuropsychology may (1) increase our understanding of the etiology of emotional disabilities, (2) enable us to identify specific emotional disturbance related patterns of deficit that can be targeted for preventive intervention, (3) add to the growing list of warning signs for the early identification of children at risk for developing seriously delinquent life-styles, and (4) provide information in support of theory construction.;Correlations supported the interrelated nature of the NEPSY domains. A Multivariate Analysis of Variance (MANOVA) conducted on the NEPSY composite scores and the 14 subtests revealed significant group differences. Univariate analyses indicated that all tasks and composites contributed to the group differentiation. Discriminant analyses were utilized to identify the specific tasks which contributed to the group differentiation. The NEPSY Language domain was the most significant contributor when the domains were examined. When consideration was given to the relationship with other variables, the subtests with the most discriminantive ability were NEPSY subtests Comprehension of Instruction, Speeded Naming, and Auditory Attention and Response Set. Examination of the efficiency of classification suggested that the 14 of the NEPSY correctly identified 88% of the subjects as members of their respective groups.;This study clearly provided a neuropsychological profile of children with emotional disabilities. Despite the limitations, the integration of the emotional agenda into a current neuropsychological framework holds great promise for increasing the efficacy and utility of assessments, and hopefully for improving the ability of psychologists and neuropsychologists to render appropriate diagnoses and treatment recommendations for these children. In doing so it is hoped that the difficulties experienced by children and their families will subside.