Rebuttal to the Critical Commentary on Neuropsychology in the Schools

Abstract

Concerns raised regarding the integration and application of neuropsychological knowledge in the school environment are addressed. Specifically, a brief overview of the literature suggests that neuropsychological knowledge is relevant to most cases seen by the school psychologist, localization and equipotential theories both have validity, lateralization is a meaningful concept, and other concerns regarding school neuropsychology may reflect a lack of familiarity with the literature.