A clinical neuropsychologist is a type of clinical psychologist with specialized knowledge and expertise related to the brain’s structure and function. Neuropsychologists use evidence-based assessment techniques to determine how well the brain is functioning in certain areas and the impact this has on an individual’s ability to learn, think, communicate, and function on a daily basis. As a pediatric neuropsychologist, I provide comprehensive neuropsychological evaluations to children, adolescents, and young adults struggling with developmental, cognitive, academic, and/or psychosocial challenges. Evaluation results are used to help families, schools, referring providers, and others better understand how an individual child’s brain processes information, the implications this has for their learning and daily functioning, and what can be done to facilitate their success moving forward. The evaluation process typically involves several steps, some of which the child and family participate in and some of which take place behind the scenes:

1. Intake appointment (typically 1-2 hours): An interview is conducted with the parents or legal guardians to gather information regarding current concerns and specific questions to be answered through the evaluation process. Relevant historical information will also be gathered during this phase, including information pertaining to the child’s developmental, medical, academic, psychosocial, and family histories. Records may be requested as well. In most cases, the child does not need to be present for the intake appointment.

2. Testing appointment (typically 4-6 hours): A tailored battery of neuropsychological tests and behavioral rating scales will be administered based on the individual’s current problems, circumstances, and history. Assessments include visually- and verbally-based tasks that may be administered using paper and pencil, pictures, manipulatives, and a computer. Any combination of the following domains may be assessed:

• • Intellectual ability (“IQ”)
  • Attention/concentration
  • Memory
  • Language and communication skills
  • Visual-spatial and perceptual reasoning abilities
  • Executive Functions (i.e., mental abilities important for planning, organizing, and controlling behavior in order to meet goals)
  • Fine motor skills
  • Core academic skills, including reading, writing, and mathematics
  • Emotional and behavioral functioning
  • Personality
  • Social skills
  • Adaptive living skills (i.e., the ability to function independently and meet the demands of daily life) 

3. Data interpretation and integration: Neuropsychological tests are scored, interpreted, and integrated with background information collected during the interview and record review. This information is used to:

• • Provide detailed information related to the child’s profile of neuropsychological strengths and weaknesses and how this applies to their learning, daily functioning, and problems that led to the evaluation
  • Determine if the child meets criteria for one or more diagnoses related to their development, learning, or emotional/behavioral functioning (e.g., Attention-Deficit/Hyperactivity Disorder [ADHD or “ADD”], Intellectual Disability, Language Disorder, Dyslexia, Dysgraphia, Depression, Anxiety)
  • Formulate a concrete treatment/intervention plan to capitalize on the child’s strengths, address areas of weakness, and help enable them to function to their potential

4. Feedback appointment (typically 1-2 hours): Evaluation results and the associated treatment/intervention plan are discussed in depth with the family. The child may also be involved in this appointment, if appropriate. Questions and input from families are welcome during the feedback appointment to ensure that families have a thorough understanding of the evaluation findings and next steps that should be taken to facilitate their child’s development and success.

5. Composition of an individualized report: Background information, evaluation findings, and recommendations for treatment/intervention planning are compiled in a report that is thorough and yet practical and understandable. This document is then made available to the family, referring provider, and whomever else the family designates (e.g., other providers working with the child, schools, organizations serving the child).