The workshop entitled “The Use of Neuropsychological Tests in the Diagnostic Process” aimed to provide participants with a comprehensive understanding of the theoretical foundations and practical applications of neuropsychological assessment, with particular emphasis on the diagnostic evaluation of children. The program consisted of three main components: a theoretical introduction, familiarization with and administration of two neuropsychological tests, and interactive closing exercises. The workshop was led by Judit Kárpáti.

Theoretical Introduction

During the first part of the workshop, participants were introduced to the fundamental principles of neuropsychological assessment. Particular emphasis was placed on the fact that the evaluation of children is always based on information obtained from multiple sources, including parent interviews, intelligence testing, and neuropsychological measures assessing specific cognitive functions. The clinician’s role resembles that of an investigator, whose goal is to develop an understanding as deep as possible of the child’s functioning, strengths, and areas of difficulty.

Test 1 – Visuospatial Ability Test

In the first practical session, participants completed a task similar to the Rey Complex Figure Test, which assesses visuospatial abilities, fine motor skills, visual perception, and both short- and long-term visual memory. During the assessment, children are first asked to copy a complex figure and later to reproduce it from memory. The test allows for the evaluation not only of quantitative performance indicators (e.g., score and completion time) but also of qualitative aspects, particularly strategy use.

During the professional discussion, attention was drawn to the fact that children with ADHD often demonstrate limited strategic planning or produce impulsive and disorganized solutions. The analysis of drawings may also reveal diagnostically significant indicators such as confabulations (the inclusion of non-existent elements) and perseverations (repetitions), which may reflect deficits in inhibitory control. The test is primarily used as a screening instrument, and age-specific versions of varying difficulty are administered; for example, simplified forms are available for children younger than nine years of age.

Test 2 – Verbal Recall Test (Lists A and B)

The second task focused on the assessment of short-term verbal memory, learning ability, and attentional processes. During the Verbal Recall Test, participants listen to a list of words and are then asked to recall as many items as possible across multiple trials. Repeated administration provides information about the rate of learning (learning index) and the pattern of recall (e.g., linear improvement or fluctuation).

The introduction of List B creates an interference effect, thereby allowing the assessment of attentional shifting and inhibitory control. Subsequent recall of List A demonstrates the extent to which the distracting stimulus affected memory performance. Confabulations (words retrieved through associative processes but not included in the original list) and perseverations (repeated production of the same word) may frequently occur during the task and can indicate difficulties in frontal executive functioning.

Part 3 – Interactive Cognitive Exercises

As a closing activity, participants engaged in a variety of games designed to enhance attention and cognitive functioning (e.g., Cica, pizza, taco, gida, sajt and Color Addict). These activities provide an accessible and motivating way to practice inhibitory control, attentional shifting, and cognitive flexibility. Consequently, they can serve as useful tools both in the interpretation of neuropsychological assessment findings and in the formulation of developmental intervention recommendations.

Summary

The workshop provided participants with a rich introduction to the field of neuropsychological assessment, particularly emphasizing the complexity of pediatric evaluations. Participants not only expanded their theoretical knowledge but also gained first-hand experience of the cognitive processes assessed by different neuropsychological instruments. The program served as an excellent example of how evidence-based knowledge can be integrated with practical, experience-based learning.