School Neuropsychology Conceptual Model

The School Neuropsychology Conceptual Model (SNP Model) was originally introduced by Dr. Daniel C. Miller in 2007 in his Essentials of School Neuropsychogical Assessment book. The model is a classification of the major tests of school-age neuropsychological, cognitive abilities, and academic achievement tests, and behavioral rating scales for ADHD and Autism Spectrum Disorders, and adaptive behavior rating scales, all of which follow an integrated process-oriented approach. The model is dynamic and evolving based on ongoing refinement of the theory and validation research. The most recent published version of the SNP Model is in the Best Practices of School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Interventions (Miller, 2010). A further refinement of the SNP Model will be published in a chapter by Miller and Maricle in the Contemporary Intellectual Assessment: Third Edition book by Flanagan and Harrison (Eds.) (in press for 2012 publication) and in an additional chapter in a book called the Handbook of Educational Theories by Jackson, Brown, and Laro-Alecio (in press for 2012 publication).

The SNP Model has seven broad classifications relating to broad neuropsychological processes or functions in children. The Broad Classifications include: sensorimotor functions, attentional processes, visual-spatial processes, language functions, learning and memory, executive functions, and speed and efficiency of cognitive processes. These major broad classifications are further subdivided into narrower 2nd order classifications. For example, shifting attention is a subclassification within the broader classification of attention. Some of the 2nd order classifications are further subdivided into narrower 3rd order classifications. For example, visual shifting attention is a subclassification within the 2nd order classification of shifting attention within the broader classification of attention.

The SNP Model is intended to provide school psychologists, school neuropsychologists, and psychologists who work with pediatric populations a conceptual framework for enhancing cross-battery clinical interpretation and ultimately strengthening the linkage between assessment and evidence-based interventions.

Within this section of the www.schoolneuropsych.com website the broad and narrower classifications of the school neuropsychological conceptual model can be explored .

School Neuropsychology Conceptual Model - A graphical representation of the SNP Model with links to pages for each broad classification showing the further conceptual narrower processes/functions.

Test Selection Based on SNP Model Classification - This is a searchable database based on major neuropsychological, cogntive, academic, behavioral, and adaptive tests classified according to the SNP Model. For example, if you were interested in finding a measure of visual shifting attention, you would select the broad classification of Attentional Processes, then choose Shifting Attention in the 2nd Order Classifications to narrow your search, then choose Visual Shifting Attention in the 3rd Order Classifications to finalize your search. All of the tests within the database classified as measuring visual shifting attention will be displayed.

Select a Test to See How the Subtests are Classified According to the SNP Model - This is a searchable database that starts with a major neuropsychological, cogntive, academic, behavioral, and adaptive test and shows how each of the subtests of selected test are classified according to the SNP Model.

The current database will display a test name, the abbreviation of the test, a subtest name, the subtest description, the suitable age range, the name of the test publisher, and the type of score to report.

References:
  • Miller, D. C. (2012). School neuropsychology conceptual model. In S. Jackson, G. Brown, & R. Laro-Alecio (Eds.), Handbook of Educational Theories. Charlotte, NC: Information Age Publishing, Inc.
  • Miller, D. C. & Maricle, D. E. (2012). The emergence of neuropsychological constructs into tests of intelligence and cognitive abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary Intellectual Assessment, Third Edition: Theories, Tests, and Issues. NY: Guilford Press.
  • Miller, D. C. (2010). School neuropsychological assessment and intervention. In D. C. Miller (Ed.), Best practice in school neuropsychology: Guidelines for effective practice, assessment, and evidence-based intervention (pp. 81-100). Hoboken, NJ: John Wiley & Sons.
  • Miller, D. C. (2007). Essentials of school neuropsychological assessment. Hoboken, NJ: John Wiley & Sons.