Reasons For Conducting a Neuropsychological Evaluation

1. •To understand why a child is struggling in school, experiencing social/emotional difficulties, and/or behaving inappropriately
   

2. •To determine a child’s strengths and weaknesses and style of learning so that appropriate compensatory strategies, remedial and therapeutic interventions, and/or placements can be chosen
   

3. •To clarify diagnoses
   

4. •To determine eligibility for accommodations, modifications and services
   

5. •To document changes since a previous evaluation
   

6. •To determine effect on functioning of a disease or injury
   

7. •To monitor progress resulting from interventions

Components of a Neuropsychological Evaluation

1. A review of background information

1. •Medical and developmental history
   

2. •School history and current functioning
   

3. •Results of previous evaluations
   

4. •Treatment history and outcome
   

2. Comprehensive testing, covering the following domains:

1. •General cognitive/intellectual abilities
   

2. •Higher level thinking skills (e.g. abstract reasoning, problem solving, critical thinking)
   

3. •Receptive and expressive language
   

4. •Motor speed and coordination
   

5. •Visual-perception and visuo-constructive skills
   

6. •Learning and Memory
   

7. •Attention and Executive Function skills (including use of learning, problem solving, and organizational strategies; working memory; planning; prioritizing; cognitive inhibition; mental flexibility; self-monitoring)
   

8. •Academic achievement
   

9. •Adaptive behavior (e.g. daily living skills)
   

10. •Emotional functioning
    

 

3. Analysis of results, including looking for patterns of strengths and weaknesses, investigating the reasons for failed items/weak areas, and integrating test results with background and current functioning.

4.  Presentation of findings at a parent feedback meeting, including a discussion of different treatment options.

 

5. Preparation of a comprehensive report with overall findings, resulting conclusions and diagnoses, and an intervention plan with recommendations for improving different aspects of the child's functioning.  Recommendations include various treatment options (psychiatry, counseling, tutoring, alternative approaches) and accommodations and modifications related to specific needs. When appropriate, referrals are made for further in-depth assessment in various specific areas (e.g. neurological; psychiatric; occupational, physical, or speech therapy).