Neuropsychological Evaluations

A school neuropsychological assessment offers a comprehensive, in-depth look at how a child functions across multiple areas that are important for learning, behavior, and development. A traditional psychoeducational evaluation typically done through the school district often includes cognitive (IQ) testing and academic assessments to identify learning differences. A school neuropsychological assessment includes all of those components, but is more extensive and holistic involving the evaluation of psychological, cognitive, and neuropsychological abilities and processes (such as memory, attention, processing speed, language, and executive functioning), social-emotional functioning, and academic achievement. This list is not exhaustive and areas will only be evaluated if deemed as necessary.

Information is gathered not only through direct testing, but also through interviews with parents and teachers, behavior observations, and standardized rating scales. The goal is to understand how various systems in the brain are working together, or where they may be struggling, to affect your child’s performance at school and at home.

The results are interpreted through a neuropsychological lens, focusing on how your child’s brain takes in, processes, stores, and uses information. This leads to a deeper understanding of your child’s learning profile and more targeted recommendations for instruction, intervention, and accommodations.

Evaluations are provided for suspected learning difficulties, attention problems, developmental delays, suspected Autism Spectrum Disorders, brain related injuries, social-emotional or behavioral challenges, giftedness, etc. 

When to Consider a Neuropsychological Evaluation

Children and adolescents are usually referred for a neuropsychological evaluation by a parent, doctor, teacher, school psychologist, or other professional because of one or more of the following reasons:

  • Difficulty with regard to learning and/or academic performance despite adequate attendance and seemingly good attention and effort

  • Concerns about or a family history of dyslexia

  • Emotional dysregulation, anxiety, irritability, mood swings, anger, withdrawal

  • A history of neurological or developmental difficulty known to affect the brain and/or brain systems (e.g., epilepsy, perinatal toxic exposure, a metabolic disorder, possible Autism Spectrum Disorder or ADHD diagnosis)

  • Suspected developmental delay (language, motor, etc.) that are potentially accompanied by other areas of difficulty

  • Behavioral difficulties such as hyperactivity, defiance, trouble following rules, aggression, poor social skills,

  • A brain injury from head trauma or another type of physical stress

  • It is possible that a child may be “gifted” and proper documentation is required

  • To document a child’s current functioning (a “baseline”) or assess progress or change (a re-evaluation or follow-up evaluation)

A comprehensive evaluation typically includes the following components:

  • 1. Clinical Interview

    The process begins with a parent interview to discuss current concerns and review your child’s developmental, academic, and medical history. Depending on your child’s age and communication abilities, they may also participate in this conversation. This is typically conducted virtually. Prior to the session, I’ll ask that you share any relevant documents such as report cards, previous evaluations, IEPs, or medical records for my review.

  • 2. Comprehensive Testing

    Testing usually begins after the interview and may span two to three half-day sessions, depending on your child’s needs and attention span. To help your child focus and reduce distractions. We generally ask that parents/guardians remain in the waiting area during testing. Breaks are offered throughout to support comfort and optimal performance. Testing involves paper-and-pencil tasks, hands-on activities, verbal and nonverbal items, and computerized assessments. Throughout testing, a child/adolescent interview will be conducted along with behavioral observations. Parents will be asked to complete questionnaires about the child’s development, behavior, and daily functioning.

  • 3. Teacher Input and/or School Observation (if applicable)

    With your written permission, we may contact your child’s teacher(s) to gather additional insights about their learning and behavior in the classroom. Teachers are also asked to complete questionnaires about the child’s development, behavior, and daily functioning. When appropriate and allowed by the school, we may also observe your child in their school environment to better understand how they function in a real-world academic setting.

  • 4. Feedback and Report

    Once testing is complete, you will receive a detailed written report outlining results, diagnoses (if applicable), and tailored recommendations. Feedback is typically provided virtually or by phone. For older children or adolescents, we can also offer a child-friendly explanation of the results to help them better understand their strengths and areas of need. If desired, and with your consent, we are also available to consult briefly with your child’s school.

    Please note that attendance and support at CSE meetings is also possible, although it is in addition to the evaluation process described above.