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4:30 pm-5:00 pm - Chairs Report
5:00 pm-5:45 pm - Breakout Groups on Question II
5:45 pm-6:30 pm - Chairs Meet
6:30 pm-8:00 pm - Plenary Session and Vote
Friday, September 5, 1997
7:00 am-8:00 am - Breakfast
8:00 am-8:15 am - Charge for Question 111-A
8:15 am-9:30 am - Breakout Groups on Question 111-A
9:30 am- 10:30 am - Chairs Report
10:30 am- 10:40 am - Break
10:40 am-10:50 am - Charge for Question Ill-B
10:50 am- 12:00 pm - Breakout Groups on Question Ill-B
12:00 pm-1:30 pm - Lunch
1:30 pm-3:30 pm - Chairs Meet
3:30 pm-3:50 pm - Break
3:50 pm-6:30 pm - Chairs Meet
6:30 pm-7:00 pm - Chairs Report and Brief Plenary Session
7:00 pm-8:00 pm - Chairs Meet
8:00 pm-9:00 pm - Chairs and Planning Committee Meet
9:00 pm- 10:00 pm - Drs. Rourke and Hamsher Meet
10:00 pm-11:00 pm -Chairs and Planning, Committee Meet
Saturday, September 6, 1997
7:00 am-8:00 am - Breakfast
8:00 am-12:00 am -Plenary Session
10:00 am-10:20 am - Break
10:20 am-12:00 am - Plenary Session
12:00 pm-i:30 pm - Lunch
1:30 pm-3:3O pm - Plenary Session
3:30 pm-3:50 pm - Break
3:50 pm-8:30 pm - Plenary Session
Sunday, September 7,1997
8:00 am-9:00 am - Breakfast
9:00 am- 11:30 am - Implementation and Closing Remarks
DEVELOPMENTAL MILESTONES
IN THE SPECIALTY OF CLINICAL
NEUROPSYCHOLOGY
Manfred J. Meier
BACKGROUND
As a psychological specialty, clinical neuropsychology has followed an elaborate developmental course characterized by a growing body of knowledge and practice with extensive intra- as well as interdisciplinary foundations. Activities in a number of scientific and professional domains have given impetus to the publication of numerous journals and books and to the formation of various scientific and professional organizations. An expanding body of knowledge and increased diversification of roles have prompted organizational efforts to address standards for education, accreditation, and clinical practice, guided by organizations] mission statements and experience based on the expansion of educational and training programs in clinical neuropsychology at the doctoral, internship, and residency levels. Delegates at the Houston Conference face the timely challenge of developing proposals for integrating knowledge and practice in order to facilitate the attainment of competence to perform effectively as a scientist-practitioner of clinical neuropsychology, utilizing modern educational technologies and multidisciplinary information sources. Implementation of such proposals would foster continued development of education and training programs intended to produce qualified scientist-practitioners who would meet the respective program accreditation and individual credentialing criteria being developed by the various regulatory agencies or organizations that have emerged to confirm claims for program quality and practice competence.
HISTORICAL OVERVIEW
Knowledge has been generated historically in a number of converging areas of research and practice: basic experimental research in physiological and cognitive psychology; the development of quantitative and qualitative neuropsychological principles and procedures for clinical practice; and the syndromal analyses of the behavioral consequences of central nervous system lesions (Meier 1992, 1997). Considered from the perspective of the sociology of the professions, the specialty has followed a developmental course evidenced by the parallel and sequential development of participating organizations, publication of books and journals, and expansion of practice activities, beyond the traditional neurological, psychiatric, and rehabilitation settings, to the forensic, educational, and vocational practice domains.
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