Overview
BY
BROOKE SCHAUDER, PHD
Ongoing
Practice Administration
Conduct subtests with patients
Review scores and interpretation
Background
Original NEPSY developed in 1998 (Finnish version in 1988)
NEPSY-II increases content and psychometric properties
Strong basis for development was Lurias approach to assessment of
reading
writing
arithmetic
visual
memory
expressive language
receptive language
motor function
rhythm
tactile
intellectual
Standardization
1,200 cases
3-16 years
Proportions of races (within each age group) based
on 2003 census
Division of geographic quadrants (Northeast,
Midwest, South, West) according to census bureau
data
Stratified Sample according to parent education
Each age group had 50 males and 50 females
Lower Reliability
Comprehension of
Instructions
Design Copying
Fingertip Tapping
Imitating Hand Positions
List Memory
Memory for Names
Phonological Processing
Picture Puzzles
Sentence Repetition
INTERSCORER
AGREEMENT
93-99%
VALIDITY
Administration
Ages: 3-16 years
General Assessment:
Preschool-ages - 45 minutes
School ages - 1 hour
Full Assessment:
Preschool-ages - 90 minutes
School ages - 2 to 3 hours
environmental feedback
SUBCOMPONENTS
Initiation
Inhibition
Selective Attention
Flexibility
Sustained Attention
Fluency
Working Memory
Language
Expressive
Receptive
Phonological Processing
Repetition
Memory
Encoding
Retrieval
Working Memory
Memory Span
Repetition
Rote Memory
Supraspan Learning:
memorization of material
exceeding max. capacity
for immediate memory
(through repetition)
Motor Skills
Sensorimotor Functioning and Motor
Coordination
Visuomotor Functions
Imitation of Motor Positions and Sequences
Social Perception
Memory for Faces
Facial Affect Recognition
Theory of Mind
Referral Questions
Learning Disorder
Language
Learning Disorder
Mathematics
ADHD
Behavioral Problems
Language Delays
Perceptual/Motor Delays
School Readiness
Social/Interpersonal
Differences
General
Attention/Concentration
Animal Sorting (7-16): formulation of basic concepts,
increasing complexity
Word List Interference (7-16): Verbal working
memory, repetition, word recall following
interference
Imitating Hand Positions (3-12)
Manual Motor Sequences (3-12): Imitation of
rhythmic movement sequences
Affect Recognition (3-16): Recognition of affect
Behavioral Problems
Animal Sorting
Auditory Attention and Response Set
Clocks
Design Fluency
Inhibition
Statue
Comprehension of Instructions (3-16): Ability to
Behavioral Problems
(continued)
Speeded Naming
Word Generation
Memory for Faces Immediate and Delayed (5-16):
Behavioral Problems
(continued)
Affect Recognition
Theory of Mind
Arrows
Design Copying
Language Delays/Disorders
Animal Sorting
Auditory Attention and Response Set
Clocks
Inhibition
Statue
Comprehension of Instructions
Body Part Naming and Identification (3-4):
Language (continued)
Comprehension of Instructions
Oromotor Sequences (3-12): Oromotor
Coordination
Repetition of Nonsense Words (5-12):
Phonological encoding and decoding
Speeded Naming
Memory for Names (5-16): Encoding, immediate,
and delayed memory of visual and verbal
information
Narrative Memory (3-16): Memory for organized
verbal material, retrieval of memory
Language (continued)
Sentence Repetition
Word List Interference
Imitating Hand Positions
Visuomotor Precision
Affect Recognition
Design Copying
Social/Interpersonal
Animal Sorting
Auditory Attention and Response Set
Design Fluency
Inhibition
Statue
Comprehension of Instructions
Phonological Processing
Speeded Naming
Word Generation
Social/Interpersonal (continued)
Memory for Faces
Memory for Designs (3-16): Spatial Memory for
Social/Interpersonal (continued)
Affect Recognition
Theory of Mind
Arrows
Block Construction (3-16): Motor and visual-
perception
Design Copying
Geometric Puzzles
Picture Puzzles (7-16): Visual Discrimination,
spatial localization, visual scanning, whole-part
relationships
School Readiness
Major Domain Assessed: Language
Perceptual/Motor Delays/Disorders
Attention and Executive, Sensorimotor, Visuospatial
Processing
Interpretation
Attention and Exec. Fxn Subtests:
Animal
Interpretation
Attention and Exec. Fxn Subtests (Cont)
Low
Interpretation
Inhibition Low Score:
Poor inhibition
LANGUAGE DOMAIN
Body Part Naming low score:
Interpretation
Comprehension of Instructions low score:
Interpretation
Repetition of Nonsense Words low score:
Interpretation
MEMORY
Low List Memory (Immediate and Delayed)
Interpretation
Low Sentence Repetition:
SENSORIMOTOR
Low Fingertip Tapping:
Interpretation
Low Manual Motor Sequences:
SOCIAL PERCEPTUAL
Low Affect Recognition:
Interpretation
VISUOSPOATIAL
Low Arrows:
Interpretation
Low Picture Puzzles:
Scoring
Three types of scores
Primary Scores: Global aspects or key clinical
variables
Scoring
Primary Scores (cont)
Cumulative
Scoring
Primary Scores (cont)
Combined
scores:
One score is weighted more heavily toward the
construct being measured; for example with
errors vs. speed in inhibition tasks, errors are
weighted more heavily than speed because
errors are related to executive functions more
so than speed of processing.
Always presented as Scaled Scores
Scoring
Process Scores: more specific than Primary Scores.
Scoring
Contrast Scores: To compare higher level (more
Scoring
Behavioral Observations, such as distracted, off-task
THE END