Among the goals of neuropsychological assessment are to detect the presence of brain damage, localize which areas of the brain may be dysfunctional, and describe subsequent functional impairments. The sensitivity of neuropsychological instruments in carrying out these functions has long been a question of debate. The purpose of the present study was to determine the utility of various performance level indictors and lateralizing indicators from the McCarron-Dial System Neuropsychological Assessment Battery (MDS) in ascertaining the presence or absence of brain damage as well as location of lesion. Models used in the present study appear to provide increased classification accuracy compared to other studies utilizing the MDS. The MDS was also shown to be comparable to other well-known neuropsychological batteries, including the Halstead-Reitan Neuropsychological Test Battery (HRB) and the Luria-Nebraska Neuropsychological Battery (LNNB) with regard to distinguishing between those with brain damage and normal controls, and also localizing brain lesion. The results of this study offer clinicians parsimonious models to evaluate for presence of lesion and its location so this information may be used to make accurate, thorough diagnoses and appropriate treatment and rehabilitation recommendations.

Juvenile crime and recidivism continue to be significant, costly issues in American society. Employment contributes to successful reentry and lower recidivism. However, low self concept and problems with exploring careers and identifying options may interfere with juvenile offenders’ abilities to plan for employment and successfully carry out their plan. The purpose of this study was to examine the impact of the vocational assessment process on enhancing juvenile offender self concept by helping them learn more about themselves, career interests, and options. Participants included 61 juvenile offenders in the Virginia Department of Juvenile Justice who were predominantly male (98.4%), African-American (57.4%), and 17 years of age (52.5%); half of the participants (50.8%) had not received a prior vocational assessment. The research design was quasi-experimental, pretest-posttest with data gathered using the Multidimensional Self Concept Scale (MSCS; Bracken, 1992), Self-Directed Search Form R (SDS; Holland, Powell, & Fritzsche, 1997) and focus groups. A 2x1 within-subjects repeated measures ANOVA with pairwise comparisons for pre- and post-tests demonstrated that the process did not improve participants’ global self concept (t=.000, p>.05) but did enhance competence self concept (t[60]=-2.35, p<.05). Although there were MSCS scales significantly correlated to race, it did not significantly affect the statistical outcomes as a covariate (p > .05). Focus group responses were audio recorded, transcribed, and analyzed for themes, categories, and connections using a five-step procedure. Participants demonstrated overall favorable perceptions with a major theme that the process was helpful and with feelings of enjoyment and fun. Participants liked acquiring self knowledge and career information and exploration and liked least the amount of work and duration of the process. Suggested changes were less writing, making it computer-based, and addressing specific topics concerning offenders (e.g., jobs for offenders). Study limitations include generalizability, no comparison group, testing effects, length of the process, and environmental factors. The results contribute to developing vocational assessment process interventions for youth who have been adjudicated and committed to correctional facilities. Future research will focus on following-up to determine employment status, exploring demographic differences post-intervention, and replicating the study with similar juvenile offender populations. / Ph. D.

The purposes of this study were two-fold: to develop a program model for vocational assessment of handicapped students in the public schools that would include information concerning the following components: goals/outcomes, methods, procedures, target populations, and staffing. (2) to compare perceptions of four types of personnel (vocational evaluators, vocational adjustment coordinators, vocational counselors, and educational diagnosticians) concerning the components that should be included in a program model of vocational assessment of handicapped students.