Once ordered, the digital asset is accessible by logging into Q-global and visiting the Q-global Resource Library. It is a view-only digital file.

NEPSY-II Q-global Clinical and Interpretive Scoring Manual (Digital)

Material Type

Manuals

Platform Type

Q-global

NEPSY-II

Marit Korkman

Ursula Kirk

Sally L. Kemp

The NEPSY&reg; Second Edition is the only single measure that allows clinicians to create tailored assessments across six domains, specific to a child&#39;s situation. NEPSY&reg;-II results provide information relating to typical childhood disorders, enabling accurate diagnosis and intervention planning for success in school and at home.

Q interactive

Manipulatives

Record Forms

Response Booklets

Stimulus Books

Training Type

On demand

Scoring Type

Hand/Manual Scoring

Purchase the NEPSY-II; online here at Pearson Clinical.

Kits

Booklets, record forms, answer sheets, report usages & subscriptions

Test forms & reports

Manuals, stimulus books, replacement items & other materials

Support materials

Training

All tests and materials offered for NEPSY-II

All products

<p>Includes</p>

<p>Administration &amp; Scoring Manual<br />
Clinical &amp; Interpretive Manual<br />
Stimulus Book 1 &amp; 2<br />
25 Record Forms and Response Booklets for both ages<br />
Block Set<br />
3 Memory Card Sets<br />
Memory Grid<br />
Pencil in a box<br />
Scoring Templates</p>


NEPSY-II Complete Kit

<p><strong>Includes</strong>:</p>

<ul>
	<li>Response Booklet ages 3-4 (Pack of 25)</li>
	<li>Response Booklet ages 5-16 (Pack of 25)</li>
	<li>3 Memory Card Sets</li>
	<li>Memory Grid</li>
	<li>Scoring Template</li>
</ul>

<p><br />
<strong>Subtests</strong>:</p>

<ul>
	<li>Animal Sorting</li>
	<li>Inhibition</li>
	<li>Word Generation</li>
	<li>Memory for Design</li>
	<li>Fingertip Tapping</li>
	<li>Design Copying</li>
	<li>Picture Puzzles</li>
</ul>

<p><em>Individual components can be purchased&nbsp;separately</em></p>


NEPSY-II Q-interactive Starter Kit

Q-global NEPSY-II Administration Manual (Digital)

NEPSY-II Adminstration Manual (Print)

NEPSY-II Clinical And Interpretive Scoring Manual (Print)

NEPSY II Stimulus Book 1 (Print)

NEPSY-II Stimulus Book 2 (Print)

NEPSY-II Record Forms ages 3-4

NEPSY-II Response Booklets ages 3-4

NEPSY-II Record Forms ages 5-16

NEPSY-II Response Booklets ages 5-16

<p><strong>Tests included:</strong><br />
CVLT-3, CVLT-C, D-KEFS, EVT-3, KTEA-3, NEPSY-II, PPVT-5, RBANS Update, WAIS-IV A&amp;NZ, WAIS-5 A&amp;NZ, WIAT-III A&amp;NZ, WISC-V A&amp;NZ, WMS-IV A&amp;NZ, and WRAT5<br />
<br />
<strong>Please note:&nbsp;</strong><br />
All licences require the purchase of subtests (product number <a href="https://www.pearsonclinical.com.au/store/auassessments/en/Store/Professional-Assessments/Cognition-%26-Neuro/Non-Verbal-Ability/Q-interactive%2C-Pearson%27s-1%3A1-iPad-Based-Assessment-System/p/P100010023.html?productId=QNTRSITELIC">QNTRSITELIC)</a>. Please add these to your cart before checkout. A minimum number of 150 subtests are required. Tiered pricing is available.<br />
<br />
<strong>Please allow up to 5 business days for activation of your Q-interactive license or subtests</strong></p>


Standard Q-interactive Licence · 1 Year (Digital)

Repeatable Battery for the Assessment of Neuropsychological Status Update

<p>Includes:</p>

<ul>
	<li>Affect Recognition</li>
	<li>Arrows</li>
	<li>Auditory Attention and Response Set</li>
	<li>Block Construction</li>
	<li>Body Part Naming and Identification</li>
	<li>Clocks</li>
	<li>Comprehension of Instructions</li>
	<li>Geometric Puzzles</li>
	<li>Inhibition and Memory for Designs</li>
</ul>

<p>Once ordered, the digital assets are accessible by logging into Q-global and visiting the Q-global Resource Library.</p>

<p>The stimulus book is a view-only digital file; the administration directions are downloadable and include audio files.</p>


NEPSY-II Q-global Stimulus Book 1 and Administration Directions with Audio Files (Digital)

<p>Includes:</p>

<ul>
	<li>Memory for Faces</li>
	<li>Memory for Faces Delayed</li>
	<li>Narrative Memory</li>
	<li>Phonological Processing</li>
	<li>Picture Puzzles</li>
	<li>Route Finding</li>
	<li>Speeded Naming and Theory of Mind</li>
</ul>

<p>Once ordered, the digital assets are accessible by logging into Q-global and visiting the Q-global Resource Library.</p>

<p>The stimulus book is a view-only digital file; the administration directions are downloadable.</p>


NEPSY-II Q-global Stimulus Book 2 and Administration Directions (Digital)

NEPSY-II Card Sets (Print)

Memory Grid (Print)

Executive functioning difficulties in children and teens can impact learning, behaviour, and participation at home, school, and in the community. This workshop equips allied health professionals with practical tools to assess executive functioning, understand individual differences, and implement strategies that build confidence, independence, and long-term success.

Addressing Executive Functioning in Children and Teens  • On Demand with Verve OT Learning

Verve OT Learning

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			<h3>Audience</h3>

			<p>This workshop is designed for allied health professionals, including Occupational Therapists, Psychologists, Speech Pathologists, Physiotherapists, Social Workers, and rehabilitation practitioners. It is particularly relevant for those supporting children and young people whose executive functioning challenges affect engagement, learning, and participation in daily activities.</p>

			<h3>Course Description</h3>

			<p>Executive functioning underpins key skills such as planning, organisation, working memory, flexibility, and self-regulation. When difficulties emerge, they can significantly affect a child&rsquo;s ability to learn, form relationships, and manage everyday demands.</p>

			<p>This workshop provides allied health professionals with a structured framework for assessing executive functioning in children and teens. Participants will learn to use a range of assessment tools, including the BRIEF, Brown Scales, and task observations, while considering the influence of interoception, cognition, sensory processing, anxiety, learning preferences, and family context.</p>

			<p>The session explores practical intervention approaches that can be applied across therapy, home, school, and community settings. Strategies include visuals, reminders, environmental modifications, co-regulation, and collaborative goal setting. The workshop emphasises engaging families and educators to ensure strategies are meaningful, generalised, and sustainable.</p>

			<h3>Learning Outcomes</h3>

			<p>By the end of this workshop, you will be able to:</p>

			<ul>
				<li>Define executive functioning and recognise common challenges for children and teens, including difficulties with task initiation, organisation, working memory, planning, flexibility, and impulse control.</li>
				<li>Identify suitable assessment tools, such as BRIEF, Brown Scales, and task observations, to assess executive functioning needs.</li>
				<li>Understand how individual factors&mdash;such as interoception, cognition, sensory processing, anxiety, learning preferences, and family or school context&mdash;shape executive functioning profiles.</li>
				<li>Develop intervention strategies that target executive functioning skills across therapy, home, school, and community environments.</li>
				<li>Apply practical tools and adaptive supports, including visuals, reminders, environmental modifications, and co-regulation approaches, to enhance participation and success in daily activities.</li>
				<li>Collaborate with children, families, and schools in goal setting and intervention planning to promote strategy generalisation and long-term independence.</li>
			</ul>

			<h3>Prerequisites</h3>

			<p><strong>Confidentiality</strong></p>

			<p>All workshop materials, including recordings, slides, and case examples, must be treated as confidential. By enrolling, you agree to:</p>

			<ul>
				<li>Not copy, record, or distribute any part of the workshop content in any format.</li>
				<li>Keep your login details secure and ensure only you access the provided materials.</li>
				<li>Avoid showing or sharing content with colleagues, peers, or external groups unless they have purchased their own access.</li>
			</ul>

			<p><strong>Intellectual Property</strong></p>

			<p>All training resources, templates, workbooks, and guides are the intellectual property of <strong>Verve OT Learning</strong>. These materials are provided for your personal learning and professional development. You agree to:</p>

			<ul>
				<li>Use the content solely for your own clinical or educational purposes.</li>
				<li>Not reproduce, adapt, or distribute the materials without written permission from Verve OT Learning.</li>
				<li>Not screenshot, duplicate, or repurpose any part of the workshop materials, including video or text, for sharing with others.</li>
			</ul>

			<p><strong>Resources and Templates</strong></p>

			<p>Any templates or guides provided with the training are designed to support your practice. Editable versions may be supplied for you to adapt for your client work. To use these resources within a team or organisation, each professional must hold their own licence or course access.</p>

			<h3>Presenters</h3>

			<p><strong>Alyce Svensk</strong><br />
			<br />
			Alyce Svensk is a Paediatric Occupational Therapist, educator, and mentor with more than 14 years of experience. She founded and led <em>Sensational Start OT</em>, a paediatric private practice, from 2017 to 2024 before launching <em>The OT Coach Australia</em>.</p>

			<p>Through supervision, mentoring, clinical education, and business support, Alyce helps occupational therapists feel confident in their practice and clear in their career direction. She offers practical, down-to-earth workshops, supervision, and mentoring programs for therapists at every stage of their career.</p>

			<p>Alyce also hosts two podcasts: <em>OT Coaching Confidential</em>, featuring real-life mentoring conversations, and <em>OT Unplugged</em>, co-hosted with Sarah Collison and Nikki Cousins, which explores the future of occupational therapy. Across all her work, Alyce is passionate about helping therapists bridge the gap between theory and practice while building sustainable, meaningful careers.</p>
			</td>
			<td>
			<h3>Looking for bespoke group training solutions?</h3>

			<p><a class="button button--primary" href="https://www.pearsonclinical.com.au/forms/contact-us-training.html">Contact us</a></p>
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Training details

<p><b>Qualification Level</b></p>
<p><b>Level A</b></p>
<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>
<p><b>Level B</b></p>
<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>
<p><b>Level C</b></p>
<p>This approval level enables you to buy all our assessments.</p>

The NEPSY® Second Edition is the only single measure that allows clinicians to create tailored assessments across six domains, specific to a child's situation. NEPSY®-II results provide information relating to typical childhood disorders, enabling accurate diagnosis and intervention planning for success in school and at home.

<p>Get instructions and help on ordering online or from our product catalog.</p>

<p><a href="/forms/contact-us-support.html" target="_blank">Contact Us</a></p>

<p><a href="/ordering.html" target="_blank">Ordering</a></p>

<p><strong>From Australia:</strong> 1300 473 277<br />
<strong>From New Zealand:</strong> +64 9886 9536</p>


Overview

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			<p>NEPSY-II results &mdash; combined with quantifiable behavioral observations analysis during assessment and observations analysis from home and school &mdash; help clarify the nature of a child&#39;s problems and provide a basis for developing appropriate intervention recommendations.</p>

			<h3>Benefits</h3>

			<ul>
				<li>Assess executive functioning/attention, language, memory/learning, sensorimotor functioning, visuospatial processing, social perception.</li>
				<li>Vary the number of subtests according to the needs of the child.</li>
				<li>Link results to educational difficulties.</li>
				<li>Facilitate recommendations for mental health interventions.</li>
				<li>Obtain a comprehensive view of quantitative and qualitative patterns of neuropsychological performance.</li>
			</ul>

			<h3>Features</h3>

			<p>NEPSY-II is used for general, diagnostic and selective, or full assessments &mdash; from a basic overview of a child&#39;s neurological status to a full comprehensive neuropsychological evaluation.</p>

			<ul>
				<li>Extended age range through 16 years. Record Form formats included for different age ranges.</li>
				<li>Increased domain coverage from five to six (addition of Social Perception).</li>
				<li>Eight new measures of Executive Functioning, Visuospatial Processing and Memory and Learning.</li>
				<li>Tower replaced by three new measures of Executive Functioning: Inhibition, Clocks, and Animal Sorting.</li>
				<li>Enhanced psychometric properties, clinical sensitivity, and construct validity.</li>
				<li>Norms are now valid regardless of order of subtest administration.</li>
				<li>Behavioural observation profiles and case studies are included.</li>
			</ul>

			<p><img alt="NEPSY-II Domain Table" src="/content/dam/school/global/clinical/us/assets/nepsy-ii/NEPSY-II-Domain-Table.gif" style="height:155px; width:500px" /></p>
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						<h4>Telepractice</h4>

						<p>Find out how to use this test in your telepractice.</p>

						<p><a class="button-primary" href="/content/dam/school/global/clinical/us/assets/telepractice/guidance-documents/telepractice-and-the-nepsy-ii.pdf" target="_blank">Learn more</a></p>
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			<h4>Additional Features</h4>
			</td>
			<td>&nbsp;</td>
			<td>&nbsp;</td>
		</tr>
		<tr>
			<td>
			<h5>Kit Components</h5>

			<p>Administration Manual<br />
			Clinical and Interpretive Manual<br />
			Stimulus Book 1<br />
			Stimulus Book 2<br />
			Record Forms: Ages 3-4 (Pack of 25) &amp; Ages 5-16 (Pack of 25)<br />
			Response Booklets: Ages 3-4 (Pack of 25) &amp; Ages 5-16 (Pack of 25)<br />
			Memory for Designs Card Set<br />
			Memory for Names Card Set<br />
			Animal Sorting Card Set<br />
			Memory Grid<br />
			Scoring Template, Design Copying<br />
			Red Blocks Set<br />
			Black pencil in box<br />
			&nbsp;</p>
			</td>
			<td>
			<h5>Validity Studies</h5>

			<p>WISC-IV<br />
			DAS-II<br />
			WIAT-II<br />
			CMS<br />
			D-KEFS<br />
			Devereux Scales of Mental Disorders<br />
			ABAS-II<br />
			Brown ADD Scales<br />
			WNV<br />
			Bracken Basic Concept Scale: Expressive<br />
			Bracken Basic Concept Scale: Receptive &ndash; Third Edition<br />
			Children&rsquo;s Communication Checklist&ndash;2<br />
			&nbsp;</p>
			</td>
			<td>
			<h5>Clinical Studies</h5>

			<p>ADHD<br />
			Reading Disorder<br />
			Language Disorder<br />
			Autistic Disorder<br />
			Asperger&#39;s Disorder<br />
			Traumatic Brain Injury<br />
			Deaf and Hard of Hearing<br />
			Mathematics Disorder<br />
			Emotionally Disturbed<br />
			Mild Intellectual Disability</p>
			</td>
		</tr>
	</tbody>
</table>

Product Details

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			<p>The following additional resources are available for NEPSY-II:</p>
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		</tr>
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			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/nepsy-ii/nepsy-ii-overview.pdf" target="_blank">NEPSY-II Overview</a></li>
				<li><a href="/content/dam/school/global/clinical/au/assets/nepsy-ii/nepsy-ii-brochure.pdf" target="_blank">NEPSY-II Brochure</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/nepsy-ii/nepsy-ii-introduction.pdf" target="_blank">NEPSY-II: Introduction</a></li>
			</ul>
			</td>
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			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/nepsy-ii/nepsy-ii-design-and-purpose.pdf" target="_blank">NEPSY-II: Design and Purpose</a></li>
				<li><a href="/content/dam/school/global/clinical/au/assets/nepsy-ii/nepsy-ii-case-study.pdf" target="_blank">Case Study: Laura&#39;s Story</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/nepsy-ii/nepsy-ii-suggested-administration-order.pdf" target="_blank">Suggested Subtest Administration Orders for Referral Batteries </a></li>
			</ul>
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Resources

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			<p>Tests in the NEPSY&reg;-II&nbsp;harness the processing capacities of Q-interactive to provide new, more dynamic, cognitively demanding tasks that are unable to be delivered and scored with fidelity in a traditional paper format.</p>

			<h4>Test Components</h4>

			<p>Required items for administering NEPSY&reg;-II&nbsp;on Q-interactive:</p>

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						<td><a href="http://www.pearsonclinical.com.au/store/auassessments/en/Store/Professional-Assessments/Motor-Sensory/Functional/NEPSY-II/p/P100010057.html?productId=9780655795346">9780655795346</a></td>
						<td>NEPSY-II Q-interactive Starter Kit&nbsp;(<em>Individual components can be purchased separately)</em></td>
					</tr>
					<tr>
						<td><a href="http://www.pearsonclinical.com.au/store/auassessments/en/Store/Professional-Assessments/Motor-Sensory/Functional/NEPSY-II/p/P100010057.html?productId=0158234308">015-8234-308</a></td>
						<td>Response Booklet (Ages 3-4) (Pack of 25)</td>
					</tr>
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						<td><a href="http://www.pearsonclinical.com.au/store/auassessments/en/Store/Professional-Assessments/Motor-Sensory/Functional/NEPSY-II/p/P100010057.html?productId=0158234316">015-8234-316</a></td>
						<td>Response Booklet (Ages 5-16) (Pack of 25)</td>
					</tr>
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						<td><a href="http://www.pearsonclinical.com.au/store/auassessments/en/Store/Professional-Assessments/Motor-Sensory/Functional/NEPSY-II/p/P100010057.html?productId=0158234383">015-8234-383</a></td>
						<td>NEPSY-II Card Sets</td>
					</tr>
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						<td><a href="http://www.pearsonclinical.com.au/store/auassessments/en/Store/Professional-Assessments/Motor-Sensory/Functional/NEPSY-II/p/P100010057.html?productId=0158234472">015-8234-472</a></td>
						<td>NEPSY-II Memory Grid Update 2011</td>
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						<h4>Digital Assessment Library</h4>

						<p>Learn more about our all access pass to digital assessments</p>

						<p><a class="button button--secondary" href="https://www.pearsonclinical.com.au/digital-solutions/digital-assessment-library.html" target="_blank">Learn more</a></p>
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						<h4>Support</h4>

						<p><a href="https://www.pearsonclinical.com.au/contact-us.html">Contact us</a></p>
						</td>
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						<h4>New to Q-interactive?</h4>

						<p><a href="https://www.pearsonclinical.com.au/digital-solutions/q-interactive/pricing.html">See Q-interactive License Types<br />
						and Pricing</a><br />
						<br />
						<a href="http://www.pearsonclinical.com.au/forms/q-interactive-request-free-trial.html">Request a free trial</a></p>

						<p><a class="button button--primary" href="https://www.pearsonclinical.com.au/en-au/Store/Professional-Assessments/Cognition-%26-Neuro/Non-Verbal-Ability/Q-interactive/p/P100010023?format=ALL_PRODUCTS" target="_blank">Order now</a></p>
						</td>
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			<br />
			
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						<h4>Existing Users</h4>

						<p>If you have an active Q-interactive or Digital Assessment Library (DAL) license, NEPSY&reg;-II&nbsp;will be automatically added to your account.</p>

						<p><a class="button button--primary" href="https://qiactive.com/" target="_blank">Sign in</a></p>
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Q-interactive

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			<h4>Test Materials</h4>

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						<p>I am having difficulty getting the cards out of the box. Can I get a bigger box?</p>
						</td>
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						<td>
						<p>The dividers in the box are actually pockets containing each set of cards. To reach the cards for each task, simply pull the divider up and out of the box and the required cards will be lifted with the divider.</p>
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			<h4>Test Framework and Revisions</h4>

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						<p>Why did you eliminate domain scores?</p>
						</td>
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						<p>The domain scores were not included in the current version to make clear that subtests within a domain are multi-factorial, and the domain itself may cover many constructs. For example, The Word Generation task is frequently used as a measure of executive functioning to assess the constructs of cognitive flexibility, sustained effort, and strategic search or long-term memory; however, this task is also a language task. Children with poorly developed language skills may score low on this subtest even though they may have adequate executive functions. The subtests within a domain may measure a component of that domain but may not be comprehensive indicators of all functions within the domain. For example, in the social cognition domain, facial affect recognition measures a very different component of the domain (e.g., understanding nonverbal communication) than does Theory of Mind (e.g., understanding the mental states of others). Both of these subtests are important indicators of the overall construct, but may not be highly correlated with one another due to their focus on specific skills within a larger domain.</p>
						</td>
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						<td>
						<p>How do I determine which subtests to administer?</p>
						</td>
					</tr>
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						<td>
						<p>The NEPSY&ndash;II was designed to allow examiners the maximum degree of flexibility in selecting subtests. However, such flexibility requires some forethought before administration to determine subtest selection and administration order. The scoring software contains an assessment planner that helps select subtests based on common referral questions. These groupings of subtests were based on the data collected during standardisation, research on various clinical groups, and clinical experience with the previous NEPSY and standardisation version of NEPSY&ndash;II. These batteries are particularly helpful to new examiners who are learning the NEPSY&ndash;II. The batteries are not intended to be rigid, and subtests may be added or removed as needed. Although a general battery is provided, examiners are free to select those subtests that are most relevant for the child being assessed.</p>
						</td>
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						<td>
						<p>Why was the Tower subtest dropped?</p>
						</td>
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						<p>Tower was dropped for several reasons. During the revision of NEPSY, efforts were made to increase the assessment of executive functions and several new subtests were developed. The most clinically sensitive, psychometrically sound, and examiner friendly subtests were included in NEPSY&ndash;II. In terms of user friendliness, dropping Tower reduced the size of the kit by removing the multiple pieces required to administer that subtest.</p>

						<p>You may continue to use the Tower subtest from the NEPSY along with the NEPSY&ndash;II. Utilize the norms from the NEPSY. However, keep in mind that over time, the normative data collected for the NEPSY will become outdated.</p>
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			<h4>General Administration and Scoring</h4>

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						<p>On Narrative Memory, the NM Free Recall Total Score shows a maximum of half the points available for each age. Is this right?</p>
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						<p>There are two scores available for recall on the Narrative Memory subtest. The NM Free Recall Total Score is a process score that is the total number of details recalled during the initial recall of the stories, without the cued responses. For this score, the number of details recalled during free recall is summed. Therefore, each detail has a maximum value of 1 point.</p>

						<p>For the NM Free &amp; Cued Recall Total Score, the main score for this subtest, the details recalled during both free and cued recall are combined. If the child recalls a detail freely, he or she is awarded 2 points for the detail and no follow-up question is asked. If the child does not recall a detail, a cued question is asked. If, after the cued question, the child recalls the information, 1 point is awarded. No points are awarded if they don&#39;t recall it at all. Then the points awarded for each detail across all age-appropriate items are summed.</p>

						<p>See page 98 of the Administration Manual for the maximum scores per age.</p>
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						<p>How do I plan administration order for my battery?</p>
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						<p>After selecting the subtests you plan to administer, determine if there are any delay times required for memory subtests. If delay times are required, place the immediate memory tasks early in administration to allow for adequate time to pass before administering the delayed tasks. Be careful about which subtests you administer during the time lag to ensure nothing you administer will interfere with the construct being assessed in the memory task. For example, do not administer Word List Interference between List Memory and List Memory Delayed because the words from Word List Interference may interfere with the delayed recall of the words from List Memory. Likewise, Affect Recognition may interfere with the delayed recall of faces in Memory for Faces. When determining subtest order, try to maintain interest and motivation by switching between tasks assessing different domains.</p>

						<p>In addition, a&nbsp;<a href="/content/dam/school/global/clinical/us/assets/nepsy-ii/nepsy-ii-suggested-administration-order.pdf" target="_blank">suggested administration order</a>&nbsp;for each referral battery.</p>
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						<p>On Theory of Mind and Geometric Puzzles, scores change from percentile ranks to scaled scores across ages. Why?</p>
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						<p>Neuropsychological tests are not designed to obtain a normal distribution of scores. They are designed to measure constructs that often are not normally distributed in the general population, particularly across age groups, but that are indicative of specific brain-behavior relationships or of atypical development. In addition, the distribution of scores varies across ages as the majority of children master a skill. The degree to which a distribution is skewed will determine if scaled scores may be generated. Measures that have a slight to moderate degree of skewing may still be converted to a scaled score metric; however, with highly skewed distributions using the scaled score metric is inappropriate. On Theory of Mind, the distribution of children begins to skew heavily toward nearly perfect scores by age 7. Therefore, at age 7 the Theory of Mind Total score switches from a scaled score, to a percentile rank, to better represent the change in the distribution of scores for that age.</p>
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						<p>The use of digital clocks has greatly increased over the years. If I am testing a child who uses digital clocks, can I give Clocks?</p>
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						<p>The use of digital clocks has increased; however, children are still taught how to read analog clocks and it is a required task in many school districts in the math curriculum around second grade. The familiarity of clocks in children of various ages is reflected in the norms. While it may be true that performance on clocks is lower now than in previous generations of children (though this has not been studied) the norms behind the Clocks subtest reflects the current ability of children between 7 and 16. If you are testing a child who has never learned analog clocks or has no access to analog clocks, you should not use the Clocks subtest. Choose an alternate subtest to measure the construct of interest.</p>
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			<h4>Clinical and Special Group Performance</h4>

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						<p>Why is reliability higher in children with clinical diagnoses than in the normative sample?</p>
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						<p>Neuropsychological tests are note designed to obtain a normal distribution of scores. They are designed to measure constructs that often are not normally distributed in the general population, particularly across age groups, but that are indicative of specific brain-behavior relationships or indicative of atypical development. This is similar to vision assessment; most people have 20/20 vision so the distribution is skewed with some people having progressively poorer vision. Thus, in the normal population, variability is very low with the majority of cases falling into the normal range. Children with clinical diagnoses have greater variability in scores, thus increasing the reliability. See chapter 1 of the Clinical and Interpretive Manual for more information on the psychometric properties of neuropsychological assessments.</p>
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			<h4>Subtest Administration and Scoring</h4>

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						<p>What do I do if the child rotates a design during Memory for Designs or Memory for Designs Delayed?</p>
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						<p>Count a design as correct, even when the child rotates the card. Do not track the rotation of the cards within the design. It is not an unusual or uncommon behavior for a child to rotate the cards within the grid and is not clinically indicative of an underlying disorder. A separate score was not computed for this behavior as it occurs frequently in normally developing children.</p>
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						<p>Is colourblindness a factor in performance on any subtest?</p>
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						<p>Individuals who are colourblind were not included in the normative sample. However, only a few subtests require colour vision. The following subtests have colour sensitive responses and may show lower performance in children with colourblindness: Animal Sorting, Auditory Attention and Response Set, Comprehension of Instructions, Speeded Naming, and Memory for Designs.</p>
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			<td>&nbsp;</td>
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NEPSY-II

NEPSY-II

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