Abstract
Manolito had been crying since the day the social service department placed him in the second grade. He had been born about 8 years earlier in Central America in a one-room hut with no flooring, electricity, or running water. After a complicated labor of 3 days, he was “black and blue all over” and began to cry only several days after delivery. Although he had been “slow,” he adapted well to life in the rural village; well, that is, until his parents decided to pursue a “better” life in the United States. After several years of migrating from one state to another and from one labor camp to another, his parents had settled for several months in a county with an aggressive social service department. As a consequence, he was placed in a school for the first time. Not knowing English, Manolito was referred to a school psychologist for testing in English. The diagnosis that was reached by this professional was retardation, probably organically caused by such factors as the delivery. Special education classes were the next stop for this maladapted child. Manolito’s case is not only not unusual but occurring with increasing frequency. This chapter addresses some of the major issues in the neuropsychological assessment of children such as Manolito.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anastasi, A. (1976). Psychological testing ( 6th ed. ). New York: Macmillan Co.
Ardila, A. (1995). Directions of research in cross-cultural neuropsychology. Journal of Clinical and Experimental Neuropsychology, 17, 143–150.
Ardila, A., and Roselli, M. (1989). Neuropsychological assessment in illiterates; Visuospatial and memory abilities. Brain and Cognition, 11, 147–166.
Ardila, A., Roselli, M., and Ostrosky, F. (1992). Sociocultural factors in neuropsychological assessment. In A. E. Puente
and R. J. McCaffrey (Eds.), Handbook of neuropsycholog- ical assessment (pp. 181–192). New York: Plenum Press.
Ardila, A., Roselli, M., and Puente, A. E. (1994). Neuropsychological evaluation of the Spanish-speaker. New York: Plenum Press.
Barona, A., and Miller, J. A. (1994). Short Acculturation Scale for Hispanic Youth ( SASH-Y ): A preliminary report. Hispanic Journal of Behavioral Sciences, 16, 155–162.
Barona, A., and Pfeiffer, S. (1992). Effects of test administration procedures and acculturation level on achievement scores. Journal of Psychoeducational Assessment, 10, 124–132.
Barona, A., Reynolds, C. R., and Chastain, R. (1984). A demographically based index of premorbid intelligence for the WAIS-R. Journal of Consulting and Clinical Psychology, 52 (5), 885–887.
Bernal, E., Jr. (1977). Assessment procedures for Chicano children: The sad state of the art. International Journal of Chicano Studies Research, 8, 69–81.
Bernal, E. M. (1990). Increasing the interpretative validity and diagnostic utility of Hispanic children’s scores on test of achievement and intelligence. In F. C. Serafica, A. Schwebel, R. K. Russell, P. D. Isaac, and L. B. Myers (Eds.), Mental health of ethnic minorities (pp. 108–138 ). New York: Praeger.
Berry, J. W. (1979). Research in multicultural societies: Implications of cross-cultural methods. Journal of Cross-Cultural Psychology, 10, 415–434.
Bracken, B., and Barona, A. (1991). State of the art procedures for translating, validating and using psychoeducational tests in cross-cultural assessment. School Psychology International, 12, 119–132.
Brislin, R. W. (1988). Increasing awareness of class, ethnicity, culture, and race by expanding on students’ own experiences. In I. S. Cohen (Ed.),The G. Stanley Hall Lecture Series (Vol. 8, pp. 137–180 ). Washington, DC: American Psychological Association.
Candell, G., and Hulin, C. (1986). Cross-language and cross-cultural comparisons in scale translations. Journal of Cross-Cultural Psychology, 17, 417–440.
Cauce, A. M., and Jacobson, L. (1980). Implicit and incorrect assumptions concerning the assessment of the Latino in the United States. American Journal of Community Psychology, 8, 571–586.
Cross, W. E. (1994). Nigrescence theory: Historical and explanatory theory. Journal of Vocational Behavior, 44 (2), 119–123.
Cummings, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego: College-Hill Press.
Darcy, N. (1963). Bilingualism and the measurement of intelligence: Review of a decade of research. The Journal of Genetic Psychology, 103, 259–282.
Dupont, S., Ardila, A., and Roselli, M., and Puente, A. E. (1992). Neuropsychological assessment in bilinguals. In A. E. Puente and R. J. McCaffrey (Eds.), Psychobiological factors in clinical neuropsychological assessment (pp. 193–215 ). New York: Plenum Press.
Echemendia, R. J., Congett, S. M., Harris, J. G., Diaz, M. L., and Puente, A. E. (in press). Neuropsychology training and practices with Hispanics. The Clinical Neuropsychologist.
Figueroa, R. (1983). Test bias and Hispanic children. The Journal of Special Education, 17, 431–440.
Harris, J. G., Cullum, M., and Puente, A. E. (1995). Effects of bilingualism on verbal learning and memory in Hispanic
adults. Journal of the International Neuropsychological Society, 1, 10–16.
Harris, J. L. (1990). Cultural influences on handedness: Historical and contemporary theory and evidence. In S. Coren
Ed.), Left-handedness: Behavioral implications and anomalies (pp. 195–258). Amsterdam: North-Holland.
Helms, J. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47 (9), 1083–1101.
Jones, J. (1991). Piercing the veil: Bi-cultural strategies for coping with prejudice and racism. In H. J. Knopke, R. J. Norrell, and R. W. Rogers (Eds.), Opening doors: Perspectives on age relations in contemporary America. Tuscaloosa: University of Alabama Press.
Jones, J. M. (1994). Our similarities are different: Toward a psychology of affirmative diversity. In J. M. Jones (Ed.), Hu-
man diversity: Perspectives of people in context (pp.27–45). San Francisco: Jossey-Bass.
Kagan, S. (1984). Interpreting Chicano cooperativeness: Methodological and theoretical considerations. In J. L. Martinez and R. H. Mendoza (Eds.), Chicano psychology(pp. 289–334 ). Orlando, FL: Academic Press.
Kaufman, A. S. (1979). WISC-R research: Implications for in-
terpretation. Journal of School Psychology Review, 8, 5–27. Kaufman, A. S. (1990). Assessing adolescent and adult intelli-gence. Boston: Allyn and Bacon.
Keachnie, J. L. (1983). Webster’s new universal unabridged dictionary. Cleveland, OH: Dorset and Barber.
Klineberg, O. (1935). Race differences. New York: Harper.
Knight, G. P., and Kagan, S. (1977). Acculturation of prosocial and competitive behaviors among second-and third-generation Mexican-American children. Journal of Cross-Cultural Psychology, 8, 273–284.
Laosa, L. (1975). Bilingualism in the three United States Hispanic groups: Contextual use of language by children and adults in their families. Journal of Educational Psychology, 67, 617–627.
Laosa, L. (1984). Ethnic, socioeconomic, and home language influences upon early performance on measures of abilities. Journal of Educational Psychology, 76, 1178–1198.
Laosa, L. (1991). The cultural context of construct validity and the ethics of generalizability. Early Childhood Research Quarterly, 6, 313–321.
Malgady, R., Rogler, L., and Costantino, X. (1987). Ethnocultural and linguistic bias in mental health evaluation of Hispanics. American Psychologist, 42 (3), 228–234.
McClelland, D. C. (1973). Testing for competence rather than for “intelligence.” American Psychologist, 3, 1–14.
McLin Davis, T., and Rodriguez, V. (1979). Comparison of scores on the WAIS and its Puerto Rican counterpart, Escala de Inteligencia Wechsler para Adultos, in an institutionalized
Latin American psychiatric population. Journal of Consulting and Clinical Psychology, 47(1), 181–182.
Myers, H. F., Echemendia, R. J., and Trimble, J. E. (1991). The need for training ethnic minority psychologists. In H. F. Myers, P. Wohlford, L. P. Guzman, and R. J. Echemendia(Eds.), Ethnic minority perspectives on clinical training and services in psychology (pp. 177–182 ).
Olmedo, E. (1981). Testing linguistic minorities. American Psychologist, 36 (10), 1078–1085.
Padilla, A., and Ruiz, R. (1973). Latino mental health. Rockville, MD: National Institute of Mental Health.
Palmer, D., Olivarez, A., Wilson, V., and Fordyce, T. (1989). Ethnicity and language dominance-influence on the prediction of achievement based on intelligence test scores in nonreferred and referred samples. Learning Disability Quarterly, 12, 261–274.
Perez-Arce, P., and Puente, A. E. (1996). Neuropsychological assessment of ethnic-minorities: The case of assessing Hispanics living in North America. In R. Sbordone and C. Long (Eds.), The ecological validity of neuropsychological testing. Winter Park, FL: GR St. Lucie Press (pp. 283–300 ).
Prewitt-Diaz, J., Rodriguez, A. M., and Rivera, D. (1986). The predictive validity of the Spanish translation of the WISC-R ( EIWN-R) with Puerto Rican students in Puerto Rico and the United States. Educational and Psychological Measurement, 46, 401–407.
Puente, A. E. (1990). Psychological assessment of minority group members. In G. Goldstein and M. Hersen (Eds.), Handbook of psychological assessment (pp. 505–520 ). New York: Pergamon Press.
Puente, A. E. (1992). The status of clinical neuropsychology. Archives of Clinical Neuropsychology, 7, 297–312.
Puente, A. E. (1993). Toward a psychology of variance: Increasing the presence and understanding of ethnic minorities in psychology. In T. McGovern (Ed.), Handbookfor enhancing undergraduate education in psychology (pp. 71–92 ). Washington, DC: American Psychological Association.
Puente, A. E., and McCaffrey, R. J. (1992). Handbook of clinical neuropsychology. New York: Plenum Press.
Putnam, S. H., and DeLuca, J. W. (1990). The TCN Professional Practice Survey: Part I: General practice of neuropsychologists in primary employment of private practice settings. The Clinical Neuropsychologist, 4, 199–243.
Reschly, D. (1978). WISC-R factor structure among Anglos, blacks, Chicanos, and Native-American Papagos. Journal of Consulting and Clinical Psychology, 46 (3), 417–422.
Reynolds, C., and Brown, R. (1990). Bias in mental testing. New York: Plenum Press.
Roselli, M. (1993). Neuropsychology of illiteracy. Behavioural Neurology, 6, 107–112.
Roselli, M., and Ardila, A. (1990). Neuropsychological assessments in illiterates: Language and praxic abilities. Brain and Cognition, 12, 281–296.
Roselli, M., and Ardila, A. (1993). Effects of age, gender, and socioeconomic level on the Wisconsin Card Sorting Test. The Clinical Neuropsychologist, 7, 145–154.
Sanchez, G. (1934). Bilingualism and mental measures: A word of caution. Journal of Social Psychology, 765–771.
Sandoval, J. (1989). The WISC-R and the internal evidence of test bias with minority groups. Journal of Consulting and Clinical Psychology, 57, 919–927.
Sandoval, J., and Whelan-Mille, P. (1980). Accuracy of judgments of WISC-R item difficulty for minority groups. Journal of Consulting and Clinical Psychology, 48 (2), 249–253.
Sandoval, J., Zimmerman, I. L., and Woo-Sam, J. (1983). Cultural differences on WISC-R verbal items. Journal of School Psychology, 21, 49–55.
Santos-de-Barona, M. (1993). The availability of ethnic materials in psychology journals: A review of 20 years of journal publications. Contemporary Educational Psychology, 18, 391–400.
Smart, J. F. and Smart, D. W. (1995). The use of translators/interpreters in rehabilitation. Journal of Rehabilitation, 14–20.
Spiro, M. E. (1988). Is the Oedipus complex universal? In G. H. Pollock and J. M. Ross (Eds.), The Oedipus papers, Classics in psychoanalysis monograph 6, 435–473.
Statistical Abstract of the United States. (1995). U.S. Bureau of the Census: Author.
Sue, D. W., and Sue, D. (1990). Counseling the culturally different. New York: Wiley.
Sue, S. (1983). Ethnic issues in psychology: A reexamination. American Psychologist, 38, 583–592.
Tamayo, J. (1990). A validated translation into Spanish of the WISC-R Vocabulary subtest words. Educational and Psychological Measurements, 50, 915–921.
Taylor, D., and Ziegler, E. (1987). Comparison of the first principal factor on the WISC-R across ethnic groups. Educational and Psychological Measurement, 47, 691–694.
Taylor, R. L., and Stephen, B. R. (1991). Patterns of intellectual differences of black, Hispanic and white children. Psychology in the Schools, 28, 5–9.
Terman, L. M. (1916). The measurement of intelligence. Boston: Houghton Mifflin.
Velazquez, R. J., and Callahan, W. J. (1992). Psychological testing of Hispanic Americans in clinical settings. Overview and issues. In K. F. Geisinger (Ed.) Psychological testing of Hispanics. Washington, DC: American Psychological Association.
Whitworth, R. H. (1988). Comparison of Anglo and Mexican American male high school students classified as learning disabled. Hispanic Journal of Behavioral Sciences, 10, 127–137.
World Population Data Sheet. (1986–1990). Washington, DC: Population Reference Bureau.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1997 Springer Science+Business Media New York
About this chapter
Cite this chapter
Puente, A.E., Mora, M.S., Munoz-Cespedes, J.M. (1997). Neuropsychological Assessment of Spanish-Speaking Children and Youth. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5351-6_19
Download citation
DOI: https://doi.org/10.1007/978-1-4757-5351-6_19
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-5353-0
Online ISBN: 978-1-4757-5351-6
eBook Packages: Springer Book Archive