The legacy of Luria and school neuropsychology

Abstract

This article reviews the history of neuropsychology applied towork with children. Several authors have advocated for the application of neuropsychology to the school centres, a specialty some have called “school neuropsycology”. Since the term was initially introduced (Hynd & Obrzut, 1981), considerable advances have arisen regarding the field and professional identityof this specialty. Luria’work continues to have a strong international influence. Luria has served for neuropsychological understanding of the individual and for the professional practice. As professional activity, the school neuropsychology focuses in assessing, diagnosing, and intervening with students who are experiencing learning difficulties and/or behaviour disorders in academic setting. In recent years, a comprehensive neuropsychological assessment for intervention is recommended within a school setting. Newer neuropsychological assessment procedures for children represent innovative applications of Luria’s conceptualmodel. Research and advances in neuroimaging allow us to view how the developmental brain changes.

Keywords

• child neuropsychology
• school neuropsychology
• brain development
• Luria’s conceptual model
• developmental neuropsychological assessment