Purpose of the Training

Children are increasingly showing up at school with known or suspected disabilities related to neurological conditions. Very few school psychology graduate programs offer training in neuropsychological theory, assessments, and evidenced-based interventions due to the demands of the required curriculum. The School Neuropsychology Post-Graduate Certification Program was started in 2002 by Daniel C. Miller, Ph.D., ABPP, ABSNP. Since 2002, the program has trained over 600 school neuropsychologists across the world, principally in the U.S. and Canada, although we have trained practitioners from all over the world.

The purpose of this course is to train school psychologists and psychologists who work with children to integrate neuropsychological principles into their professional school-based practices. This competency-based training program will provide participants with a blend of a knowledge base in contemporary neuropsychological theory, assessment techniques, and evidence-based interventions; competency-based skills in administering and interpreting common neuropsychological instruments for school-aged children; and supervised practice of those new skills.

Participants will be able to:
  • demonstrate competency in applying a school neuropsychological assessment and intervention model to three integrated case studies.
  • demonstrate competency in administering and interpreting neuropsychological instruments designed for school-age children and youth.
  • demonstrate competency in case study conceptualization and integration from referral questions to applied evidence-based interventions.
  • demonstrate knowledge of functional neuroanatomy and its relationship to common neurodevelopmental disorders in children and youth.
  • demonstrate knowledge of the major neuropsychological theories with an emphasis on the work of Alexander Luria and a process approach to assessment.
  • demonstrate knowledge of the neurodevelopmental disorders that effect school-age children.
  • demonstrate how to conduct a process-oriented method for identifying children with learning disabilities, other than using a discrepancy formula.
  • demonstrate a working knowledge through supervised practice of the latest neuropsychological assessment instruments designed for school-aged populations (e.g., NEPSY-II, WJ IV, WISC-V Integrated, D-KEFS, WRAML2, CMS, etc.