The primary focus of my practice is neuropsychological assessment. The main reason parents of school aged children, older students, and adults decide to be assessed is to obtain a clearer picture of how the person learns best, and to better understand obstacles which make learning more difficult than expected. Example: the student is found to have visual-spatial reasoning difficulties, and this helps us understand why math is so difficult, or why understanding charts/diagrams simply doesn’t seem to click.
Here are examples of questions I’m asked:
- Why is Megan having such a difficult time learning to read?
- Our son’s school thinks he has problems with attention and focus. Could he have AD/HD? He is adopted, and his birth mother has attention problems.
- Our child was a low weight, preterm infant, and we are wondering if that has anything to do with her learning problems?
- Tom doesn’t seem to know how to connect with peers, is disorganized, and has problems understanding complex readings. But his reading when younger was just fine. What would help him be more successful?
- Martin is a dyslexic learner, and we want to see if he’ll qualify for accommodations when he begins college in the fall?
The basic neuropsychological assessment consists of:
- Taking a careful history
- Reviewing records
- Reviewing rating scales completed by parents, teachers and the student. This includes: behavior, learning, attention, emotions, social skills, and adaptive functioning.
- Tests of reasoning and information processing
- Tests of visual-motor integration
- Tests of attention, memory and executive functioning
- Tests of academic achievement
- Taking tests, as needed, with built in accommodations, e.g., extended time.
- A comprehensive neuropsychological assessment report
- Feedback appointments with parents and the student.