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The examination of brain-behavior relationships in the preschool child is a fledgling area; moreover, the assessment of these relationships is quite challenging to the psychologist working with this population. The increased focus on the assessment and treatment needs of preschool children with a variety of developmental needs is no accident, as children with a wide array of acquired and neurodevelopmental problems are populating inclusive preschool classes and/or requiring special preschool services across the country. There are numerous complexities related to the neuropsychological assessment of children. Some of these complexities include test selection, interpretation issues, assessment-treatment linkages, and crucial developmental factors that also contribute to behavior and learning. These concerns are magnified further when a neuropsychological perspective is applied to children less than the age of six years. Assessment procedures were designed to detect and localize brain lesions that would contribute to the discrimination between typically developing children and those with brain impairment.
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