Comprehensive Neuropsychological Assessment

What is a neuropsychological evaluation?

Neuropsychology is a specialty within clinical psychology that studies brain-behavior relationships. Techniques such as MRI, CT scans, and EEG's provide us with information about the structure and physiology of the brain and nervous system. Neuropsychological assessment, however, can provide us with additional objective information about how the brain is functioning at a behavioral level. A variety of neuropsychological measures are designed to assess different types of neurocognitive functions in an effort to identify areas of strengths and weaknesses, provide diagnostic impressions, and ultimately identify appropriate intervention and treatment approaches.

A comprehensive neuropsychological evaluation typically targets the following areas of functioning:

Intellectual abilities (i.e., “IQ”)
Academic achievement (including reading, writing, and math)
Attention
Executive functions
Motor coordination
Language
Visuospatial skills
Learning and memory
Social, emotional, and behavioral functioning

While the evaluation is comprehensive, it is also individualized and targeted to address each individual’s needs and concerns.

A neuropsychological evaluation will provide a profile of cognitive and behavioral strengths and weaknesses. This, together with a comprehensive record review and developmental history, will help to explain why children may be struggling in school, at home, or in a social environment. Different developmental, neurological, or medical problems tend to have different profiles of cognitive strengths and weaknesses. This profile provides an understanding of which brain areas are involved and therefore differentiate between various childhood disorders. Understanding the child’s cognitive profile will aid in developing appropriate recommendations for interventions and accommodations. It will also help to tailor his/her academic instruction and relevant treatment approaches. A neuropsychological evaluation also provides a baseline of functioning from which the child’s abilities can be followed. Often children undergo follow-up evaluations to measure treatment outcome or to monitor development over time.

What should I expect at the appointments?

Parent Intake Session: Approximately one week prior to the testing, an intake session will be scheduled. During this time, a complete developmental history will be obtained and parents will have an opportunity to discuss any concerns regarding their child's medical and cognitive development, academic progress, and social/emotional/behavioral functioning. Parents are encouraged to share any prior testing, relevant medical records, and school records (e.g., report cards, mastery testing) for review prior to the intake session.

Testing Day: The testing takes place over the course of a full day, typically scheduled from 9:00 am through 3:00 pm with an hour lunch break around noon. Other breaks are also taken throughout the day, as needed. In some instances, we may not complete all the testing in one day, so an additional day will be scheduled to complete the testing. It may be necessary to break the testing into several shorter testing sessions, conducted over the course of several days (typically for younger children). Parents and teachers will also be provided behavioral questionnaires to complete as part of the evaluation.

Feedback Session: Once the testing is complete and all information is collected, Dr. Marsh will analyze and interpret the data. A feedback session will be schedule several weeks after the testing is completed. At this time, we will meet with you to discuss the results of the testing, any clinical impressions, as well as academic and/or treatment recommendations. The results will then be written into a comprehensive report that includes all background history information, test results, diagnostic findings (if appropriate), and recommendations. This will be sent electronically following the feedback session.

What should I tell my child about the evaluation?

Many children associate a visit to the doctor as a check-up that might involve shots, so it is important to reassure your child that there will not be any painful procedures. I often describe the evaluation as playing games that involve listening, talking, and remembering using toys like blocks and puzzles. For older children, it is appropriate to describe the testing like school. We will do many different activities to understand how your child thinks and learns, with the goal of learning ways he/she can learn better. We will take breaks throughout the day and we keep the testing process positive and enjoyable. You can help your child get ready for the assessment by making sure he/she gets a good night's sleep and a healthy breakfast prior to the testing.

Who would benefit from a neuropsychological evaluation?

Children may be self-referred (by a parent) or referred by a doctor, teacher, school psychologist, or other professional for a variety of reasons. Children who are demonstrating difficulty learning in the classroom, who have a history of medical or neurological problems, developmental delay, or brain injury can be referred for such evaluations. For example, children are often evaluated for learning disabilities (dyslexia, dyscalculia, dysgraphia), language disorders, ADHD, autism spectrum disorders, epilepsy, traumatic brain injury, other neurological or genetic disorders that impact cognition and behavior, as well as social, emotional, or behavioral problems including depression, anxiety, and oppositional defiant disorder. Dr. Marsh works with children who are preschool age through young adulthood.

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