My child has a recommendation for a neuropsychological evaluation, now what?
First, schedule an appointment. Testing appointments are available Monday to Friday, and all appointments begin at 9 a.m.
Next, your doctor provides you with parent and teacher rating scales that you will fill out and return on the day of the testing appointment.
Lastly, a Family Child Advocate will work with you to schedule the testing and feedback appointments.
Where is pediatric neuropsychological testing done?
All neuropsychology testing is currently carried out in our Des Plaines clinic. The Early Childhood Developmental Assessments take place in multiple clinics. Additionally, the intake and neuropsych testing appointment take place in our Des Plaines clinic, and the speech and OT appointments typically scheduled in the clinic nearest the family.
In order to help accommodate families, our 3 psychologists visit other clinics for intakes and feedbacks. See our website for scheduling.
Who conducts neuropsychological testing?
Conducting the appointment is one of our expertly-trained, master’s level neuropsychology technicians or doctoral-level diagnostic students. These professionals go through the same rigorous training program as our in-house technicians. Testing is monitored throughout the day by one of our psychologists and Training Coordinator.
Due to this testing model, we are able to see upwards of 20 kids per week! As a result, this means less time until you and your child can begin the process of getting the help he/she needs! Certainly, we do our best to get your child in for testing in a timely manner to avoid any long wait lists.
Many of us have heard executive functioning used in terms of our children at school and at home. But what does it mean?
Executive Function – a Definition
Executive functions are necessary for goal-directed behavior. When we use the phrase “executive functioning skills,” we are describing a set of cognitive skills that control and regulate other behaviors and abilities. Our thought processes influence attention, memory and motor skills. (minddisorders.com).
Executive functioning skills help us to learn and retrieve information, plan, organize, manage our time, and see potential outcomes and act accordingly. When these processes work without difficulty, our brains do these tasks automatically, often without our awareness.
High Executive Function
In children and adults, those with high executive function skills are able to:
Initiate and stop actions
Make changes in behavior
Plan for the future
Manage time wisely
Anticipate possible consequences
Use problem-solving strategies
Use senses to gather information
For instance, the ability to initiate and stop actions may include working on a project for school or studying for an allotted time. Monitoring ones changes in behavior includes being able to act appropriately in a given situation and alter that behavior as needed. Planning for the future and managing time may include not procrastinating due to understanding the consequences of doing so.
Low Executive Function
When one is deficient in executive function skills, it may be difficult to plan and carry out tasks. The person may seem unable to sustain attention and feel overwhelmed by situations others find easier to navigate.
So, a child with executive functioning deficits may be able to pay attention to a lesson, until something new is introduced that requires a shift in their attention or that divides their focus. Children lacking in executive functioning skills also may have issues with verbal fluency.
Additionally, a child (or adult) with low executive function may have social problems. Executive functioning skills allow us to anticipate how others might feel if we do or say something. Those with low executive function may have difficulty interacting with others. Because they sometimes do not think things through before saying them, people with executive functioning deficits may blurt out inappropriate or hurtful comments, leading others to avoid them.
Working with your child, a therapist, and creating structure at home and accommodation plans at school are all ways to provide help for your child.
Increasing executive functioning skills will enable her to become a more organized, less stressed and less frustrated individual as she grows into a world of ever-increasing pressures.
Executive functioning skills are daily requirements for everyone, especially for school-age children who are required to be organized, pay attention, plan, and manage their time. Children with attention-deficit/hyperactive disorder (ADHD) often struggle with executive functioning tasks that can negatively impact their attitude towards school, academic achievement and performance, and overall emotional well-being.
Common experiences of children with ADHD include:
Difficulty remembering to submit or complete assignments
Poor organizational skills and planning
Avoidance of difficult or time consuming tasks
It is imperative that preparations are made to provide skills and systems that will assist children with ADHD to have a successful school year and to enjoy learning.
Some steps to prepare your child with ADHD for the school year include:
Create structure at home, teach and practice executive functioning skills.
Encourage your child to make a to-do list for each day and check off items at the end of the day (parents can also create a list of their own and model this behavior for their child).
Create a system that helps with organization of room and or study area, so items and books can be easily stored and located.
Teach and model accountability by checking in at the beginning and end of the day.
Allow appropriate natural consequences and implement logical consequences for behaviors.
Allow your child to advocate for themselves at home, so that they will be confident to advocate at school.
Work with your child to teach responsibility and develop skills.
Play games that reinforce executive functioning skills (i.e. Jenga, Max, Distraction, AnimaLogic, and No Stress Chess).
Maintain daily routine during days off and weekends.
Get a neuropsychological assessment, so that school-based accommodations can be put in place.
Overall, ensure that your child is learning to manage their time, is building good habits, and is completing tasks.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2017/09/Blog-ADHD-FeaturedImage.png?time=1585508196186183Terry Ann Adjmulhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngTerry Ann Adjmul2017-09-01 10:46:402019-07-31 18:50:08Back to School with ADHD
Many times parents leave a doctor’s office with more questions than when they came in. This is true for medical doctors as well as for clinical psychologists. After a parent is informed that his or her child has Attention Deficit Hyperactivity Disorder (ADHD) the next phase is to start to develop a treatment plan to help the child reach his or her potential. Treatment of ADHD should be thought of as a possible three tier system: medication, therapy, and school based accommodations.
Medication for ADHD
Research indicates that stimulant medication is one of the primary treatments of choice for ADHD. Many parents are very cautious and scared about putting their child on medication. One of my first pieces of advice for parents is to stay away from doing their own on-line literature search. Anyone who has access to a computer and the internet is capable of creating their own website. A website that I refer parents to all the time is www.chadd.org which is the national resource on ADHD. The literature this website provides is empirically supported and often times created by some of the biggest names in ADHD research. The other piece of advice I give to parents is to schedule a meeting with the child’s pediatrician and have a discussion regarding medication; from how the medication works to what possible side effects to look out for.
Therapy for ADHD
Children and families often get referred for therapy when the child is diagnosed with ADHD. I am a proponent of therapy that is done correctly. There first needs to be a focus on what the targets of the therapy are as well as what specific goals will be worked on in the sessions. The therapy goals need to be specific and measureable. There needs to be some metric implemented to assess for change in the child’s behavior. Finally, parents must be active participants in the therapy. There needs to be homework assignments to work on during the week as well as specific strategies that parents can implement in the moment to help modify behavior.
School Accommodations for ADHD
The final domain that needs to be considered after a child was diagnosed with ADHD is accommodations in the classroom setting to help alleviate symptoms of inattention and impulse control which have a negative impact on the child’s academic performance. Many times after I diagnosis a child with ADHD, I discuss with the parents about creating a 504 Plan in the academic setting. A 504 Plan consists of a variety of classroom and testing based accommodations to help address academic symptoms of ADHD. The plan is always individually tailored based upon the specific concerns that a child exhibits.
The diagnosis of Attention Deficit Hyperactivity Disorder is only the first step of helping the child. Parents frequently will have to seek out outside resources such as pharmacological intervention, therapy, and school based accommodations in order for their child to reach his or her potential.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2017/06/Blog-ADHD-Diagnosis-FeaturedImage.png?time=1585508196186183Dr. Greg Stasihttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngDr. Greg Stasi2017-06-07 05:30:552019-12-19 20:15:42What Comes After the ADHD Diagnosis?
Executive Functions are a set of higher order mental processes that allow an individual, or in this case, children; the ability to control their thoughts, actions, and attention in their ever-changing environment. Often, children can present with executive functioning issues as a result of many different factors such as Autism and ADHD.
Below are some executive functioning skills and how they present in both individuals with normal and poor executive functioning, and some tools/strategies for parents:
Your child has trouble being organized or often loses, or misplaces items.
Create a “home space” for your child’s items. This can include simply labeling areas of the home where items should be stored, so your child knows where to place items and lowers the risk of loss. Make checklists or use planners to help your child create a schedule.
Your child easily forgets what they just heard, or what they were asked to do.
Make connections in every lesson. Have you ever heard of ROY G. BIV? – this is how most people remember the colors of the rainbow. When teaching new content such as tying a shoe use cute, age appropriate analogies such as the bunny rabbit in the hole. Also, helping your child visualize information by writing it down, drawing pictures, and even becoming the teacher are great tools as well.
Your child may not seem aware of themselves such as when they are doing well.
Behavior charts are a great tool to help your child self-manage their own behavior. Choose an important behavior for your child to manage and how often you would like for your child to “check in” on this behavior.
Task Initiation/Planning and Prioritizing
Your child takes forever to get started on a particular task or has trouble planning activities.
Break whole tasks down into smaller achievable steps. If the desired result is for your child to complete an entire homework sheet, maybe setting a goal to do the first 2 problems together can be a happy medium. Also allowing your child to take breaks or receive rewards between tasks are a good strategy as well.
Your child often has trouble with new ideas, transitions and spontaneity.
Visual schedules and first/then language are your biggest friend. For a child who has trouble being flexible, try to alert your child to changes in routine as far in advance as you can. To help combat rigidity such as not wanting to try a new food, try to approach slow and steady first. This can include tasting a small amount of a new food instead of a large portion.
Your child often has trouble controlling their emotions and impulses when they are sad, happy, or angry.
Speak and repeat. When providing directions to a child, if applicable, state the directions remembering to adhere to your child’s learner and listener styles, and then have your child repeat back to you. Use social stories and modeling: For example, if your child often gets upset when they lose a game, a social story can help teach tools on how to act in this situation.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/12/Blog-Executive-Functioning-FeaturedImage.png?time=1585508196186183Faith Champhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngFaith Champ2016-12-02 05:30:092016-12-01 11:16:17Executive Functioning Skills: How Can I Help My Child?
Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) may face many obstacles in the classroom. Structure and consistency are the two main keys to success for children with ADHD, but each case presents with its own challenges and accommodations should address the unique needs of the individual student.
The following are examples of what a child with ADHD may present in the classroom and associated accommodations:
For a student presenting with difficulties sustaining attention and following directions:
Instructions should be kept brief and specific and presented one step at a time.
Maintain eye contact with child while presenting instructions and have the child “teach” the instructions back to the teacher.
Reduce task length (i.e., focus on quality of work rather than quantity) or break complex tasks into smaller pieces.
Seat the child near the teacher and away from distractions such as doors, windows, or other students who may be disruptive.
Provide a “quiet zone” for the student to complete tests or in-class assignments.
Use verbal cues or signals as behavioral prompts when the child falls off task.
Set time limits or “challenges” for completing tasks.
Provide visual prompts for classroom routines.
For a child presenting with excessive activity and/or impulse control:
Allow the child to stand near his or her desk or kneel in his or her chair during seated work as long as no disruption is caused.
Use instructional approaches that encourage active responding such as talking, moving, or working at the board.
Provide breaks for directed movement such as passing out materials.
Reward short periods of waiting or on task behavior and gradually increase the period a child is successful.
Encourage non-disruptive activities such as reading or doodling during times of day that have proven problematic.
Clearly state rules and expectations, and clearly state positive and negative consequences for behaviors. Review these rules often and post visual reminders.
All children will benefit from positive feedback, reinforcement for small improvements, frequent opportunities for active participation, and assignments related to the child’s interests. Additionally, established routines and schedules, along with both verbal and visual reminders, will help any child to be successful in the classroom environment. Most importantly, remember not to assume that a failure to follow instructions is due to a lack of effort or an intentional failure to pay attention, nor is overactivity or impulsive behavior intended as an act of defiance.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-ADHD-Accommodations-FeaturedImage.png?time=1585508196186183Cynthia Kanehttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngCynthia Kane2016-08-19 05:30:252019-12-19 20:18:00Academic Accommodations for Children with ADHD
This guest blog was written by retired teacher, Joyce Wilson.
It’s common for parents of children with ADHD to be concerned for their children’s behavior at school.
But there’s no need to feel powerless. Implementing a few best practices at home will create a ripple effect and help improve your child’s behavior in the classroom, too.
Encourage Physical Activity
Regular exercise has many benefits for children with ADHD, most having to do with increased brain function. Play games and sports with your child or simply go for a walk outside. The fresh air and bodily movement will help calm his restlessness and sharpen his focus.
It’s wise to let your child’s teacher know that taking away his recess time as a punishment is the exact opposite of what she should do if she wants to see an improvement in his behavior. Let her know how important this active time is for his mental focus.
Teach her the importance of having a tidy room and work space and help her organize her school supplies. Use dividers, Post-it notes, folders, and color coordination to break her schoolwork down into a manageable, organized chunks.
Your child will benefit from routine in the form of a daily schedule that runs morning to night. Keep schedules and to-do lists posted where your child can see them and include checkboxes next to each task on a list.
Sticking to a schedule helps children with ADHD persist with tasks that they might not necessarily feel like doing at the moment. Insisting they stick to a routine will help performing these tasks become habits for them. For instance, although it’s often difficult for children with ADHD to fall asleep, they still need to stick to a regular sleep schedule the best they can.
Make Your Expectations Clear
When your child is organized, sticking to his schedule, and participating in physical activity like you’ve asked him to, make sure you’re rewarding him for his efforts and thanking him for his cooperation.
Positive reinforcement through small rewards is just one aspect of managing your child’s behavior. Set rules and make it clear to your child that you expect him to follow them at home and at school. Be specific when disciplining your child and let him know exactly how you’d like him to improve his behavior.
Be specific with your praise as well so he can continue to make you proud by doing exactly what you’ve asked him to. Giving him the praise he deserves will encourage him to continue to succeed in life at home and life in the classroom.
Joyce Wilson is a retired teacher with decades of experience. Today, she is a proud grandmom and mentor to teachers in her local public school system. She and a fellow retired teacher created TeacherSpark.org to share creative ideas and practical resources for the classroom.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/07/Blog-ADHD-FeaturedImage.png?time=1585508196186183North Shore Pediatric Therapyhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngNorth Shore Pediatric Therapy2016-07-26 12:11:502016-07-26 12:11:504 Practices Parents Can Do at Home That Will Help Children with ADHD at School
This guest blog post was written by Amy Connolly, RN, BSN, PCCN of a community hospital in Chicago.
The corpus callosum is the large bundle of nerve fibers that serve as a pathway, connecting the right and left hemispheres of the brain together. Disorders of the corpus callosum, or DCC’s, are “conditions in which the corpus callosum does not develop in a typical manner.” This important brain superhighway is usually formed by 12 to 16 weeks after conception. However, there are some people born without a corpus callosum at all, this is otherwise known as agenesis of the corpus callosum. My 4 year old son has hypoplasia of the corpus callosum, which means that his corpus callosum is thin and therefore may be less efficient. A few other included disorders are partial agenesis, as in partially absent, and dysgenesis, or malformation, of the corpus callosum.
DCC’s, like Autism, are a spectrum disorder, where there is no textbook answer to how happy or healthy someone will be just based off of diagnosis. Many parents are finding out during pregnancy due to the advancement in technology and equipment. Unfortunately, they are not always getting the best advice or support, due to the lack of knowledge on provider’s part. My best advice to them is to be proactive with recommended testing and therapies, but not to stress over the diagnosis itself. Having a disorder of the corpus callosum is nothing to fear in itself.
Every individual with a DCC, will have their own paths and abilities. The diagnosis should not define them or stop them from reaching their true potential, whatever that may be. There are plenty of people who found their diagnosis after a MRI or CT scan was done due to headaches or some type of accident. Someone with a DCC may live a pretty ordinary life and you would never have even been able to tell that they had a “special” brain, if they did not have a diagnostic test for some reason or another. Many people with a DCC have trouble keeping up with their peers when they get closer to their teen years. They may be socially awkward and they may not get the punchline of jokes right away.
For others with a DCC, a lot of therapy and repetition will help them to tell their story. Many of those with a DCC may also be diagnosed with ADHD, Autism, depression, anxiety, and so forth. Some who haven’t had an MRI or CT scan may only be diagnosed with one or more of the other things and do not even know that they have this disorder. Many people with the disorder may also have seizures, low muscle tone, and sensory disorders. Other midline defects can also be common such as eye or vision problems, heart problems, thyroid or growth disorders, and the list goes on. Some people with a DCC may also have feeding tubes as children and they may or may not still need them as they get older. There is a lot we still do not know about disorders of the corpus callosum, but what we do know is that people with them are pretty awesome! They may usually have to work harder to make those important brain connections, but they always continue to put smiles on our faces no matter how big or small their accomplishment may be in someone else’s eyes!
The National Organization for Disorders of the Corpus Callosum, NODCC, is a nonprofit organization that strives to find out more about people like my son and to spread awareness about the disorder. The NODCC holds a conference every other year in a different U.S. location for individuals living with a DCC, families, professionals, and anyone else who would like to attend. There are multiple sessions on different tracks going on at the same time. This year approximately 600 people are expected to attend. Attendees will be from all over the U.S., with some even flying in from abroad. The conference is at the Marriott O’Hare in Chicago from July 22-24, 2016. For many with the disorder, and their families, conference is like a home away from home. A place where everybody gets each other without having to say a word. High functioning, low functioning, we are all functioning. Together.
To learn more about disorders of the corpus callosum, please go to www.nodcc.org.
Amy Connolly RN, BSN, PCCN lives in Franklin Park, Illinois. Amy is a registered nurse at a community hospital in Chicago. Amy is also stepmom to Patrick (16), mom to Jesse (6), Jake (4), and Marcey (2). Jake, now age 4, was diagnosed with hypoplasia of the corpus callosum at ten months of age, after a MRI was done due to delayed developmental milestones and a lazy eye. Amy’s nursing experience did not prepare her to navigate the world with a child with special needs. She has learned a lot over the last four years and enjoys sharing and learning more with other families. Amy is also actively involved as a volunteer for the National Organization for Disorders of the Corpus Callosum due to her strong belief in their mission and values.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/07/Blog-Corpus-Callosum-FeaturedImage.png?time=1585508196186183North Shore Pediatric Therapyhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngNorth Shore Pediatric Therapy2016-07-11 11:09:572016-07-11 11:09:57What Are Disorders of the Corpus Callosum?
In the United States, attention-deficit/hyperactivity disorder (ADHD) has become a very common childhood diagnosis (NIMH, 2015). Parents and teachers may often wonder if their child or student fits the criteria for this diagnosis. There are several common indicative signs and symptoms of ADHD; however, the best way to be sure is to get a proper assessment by a psychologist/neuropsychologist. There are various factors that may influence a child’s behavior, causing them to appear as though they have ADHD. Additionally, anxiety and depression are common mood disorders that resemble ADHD symptoms. Because, ADHD is more complex than inattention and restlessness, it is imperative that an assessment is conducted.
Some red flags that may warrant concern and need for an ADHD assessment are:
Behaviors are frequent and negatively impact quality of life
Behaviors impact school performance and everyday life
Inability to regulate emotions- seeming impulsive and “over reacts”
Short attention span
Always moving, running, jumping, and fidgeting
Forgetful- “where?” “What?” Uh?”
Curious- interested in a lot of things but has poor follow through
Cannot wait turn- very impatient
Often loud and struggle to play quietly
Avoids tasks that require mental effort
Makes careless mistakes, and does not seem to work to potential
Difficulty following multiple step directions
Often unaware of time and gets lost easily
It is important to distinguish what is normal childhood behavior from behaviors that are impairing developmental growth and academic performance. There are also gender differences in symptoms. Boys and girls often do not display symptoms in the same manner; boys tend to be more impulsive than girls and equally inattentive.
A standard rule of thumb is that children with ADHD display symptoms three times as much as their peers (NIMH, 2015). If you suspect that a child may have ADHD, it is best to refer for assessment from a qualified professional. Remember to be aware that the child’s behavior can be caused by a host of influential factors, i.e. neurological, psychological, and environmental. Nonetheless, if the behaviors persist and are worsening, thus essentially negatively impacting their quality of life, socially, academically, emotionally, and physically, then it is time to seek help.
Hasson, R. & Goldenring Fine, J. (2012). Gender differences among children with ADHD on Continuous Performance Tests A Meta-Analytic Review. Journal of Attention Disorders, 16(3), 190-198.
The National Institute of Mental Health (NIMH). (2015). Attention Deficit Hyperactivity Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/06/Blog-ADHD-Red-Flags-FeaturedImage.png?time=1585508196186183Terry Ann Adjmulhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngTerry Ann Adjmul2016-06-14 05:30:572016-06-16 09:44:18'Act First, Think Never' - Warning Signs That A Child May Have ADHD
Sometimes anxiety can be easy to identify, such as when a child is feeling nervous before a test. However, in some children anxiety may look like something else, such as ADHD or a learning disorder.
The following is a list of tips to use in the classroom to accommodate a child with anxiety:
Some children may participate in therapeutic services. Therefore, it is imperative to talk with parents/guardian about strategies that work (and do not work) at home. Teachers can use and modify those strategies to help in the classroom.
Also, checking in with parents regularly is important to ensure that accommodations are helping and determine necessary adjustments
Homework & Assignments
Check that assignments are written down correctly
Using daily schedules
Modifying assignments and reducing workloads when possible
Allowing the child to take unfinished assignments home to complete
In the Classroom
Preferential seating that is less distracting
With regard to class participation
Determine a child’s comfort level with closed ended questions
Use signals to let the child know his/her turn is coming
Provide opportunities to share knowledge on topics he/she is most confident
If possible, only call on the child when he/she raises his/her hand
Extended time on tests
Provide word banks, equation sheets, and cues when possible
Allow for movements breaks throughout the day & relaxation techniques
Determine a discreet way the child can indicate he/she needs a break, such as a colored card the child places on his/her desk to signal he/she needs a drink of water, to use the restroom, or any other strategy to lessen feelings of anxiety
Allow the use of a fidget for children who have difficulty paying attention
Please refer to the following websites for additional information about anxiety in children and accommodations that can be used, or modified for use, in the classroom.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/Blog-Teacher-Tips-Anxiety-FeaturedImage.png?time=1585508196186183Vanessa A. Wells Psy.D.https://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngVanessa A. Wells Psy.D.2016-05-18 05:30:142019-12-20 19:10:34Teacher Tips: Accommodating an Anxious Child
We’ve put together a brief guide to what the day of a pediatric neuropsychological evaluation looks like at NSPT. Below you will find important details from what to bring to how to prepare. As always, if you have any questions simply get in touch.
Parents submit the parent and teacher rating scales that are provided during the intake.
Each testing battery is individually designed by the doctor based on your child’s specific needs.
Testing tasks include answering questions about various topics and requiring different skills including vocabulary, similarities between words, math, doing paper and pencil work, and doing work on a computer.
Lunch, snack, bathroom, and other breaks are given when needed, as well as at regularly planned intervals.
Note: Testing results are not available on the testing day, rather provided during the feedback appointment.
What to Bring on the Day of Testing:
Plenty of snacks and lunch
Rating forms and any paperwork that still needed to be completed
Any prior evaluations that were not brought to the intake
After testing is complete, you will return for a one-hour feedback session approximately two weeks later with the psychologist to review the testing data, any diagnoses determined based on your child’s profile, recommendations for home and school, and any intervention services to foster your child’s development.
How can I prepare for the evaluation day?
Please bring snacks and a lunch for your child.
Complete the parent/teacher rating scales that were provided during the intake.
If your child is under 4 years of age or not potty trained, we will ask you to stay in the clinic for the duration of the testing.
Q: What if my child is sick the day of testing? A: The appointment will need to be rescheduled as we want your child to test at optimal levels. Please contact usas soon as possible.
Q: Should my child take his or her regular medication(s) on the day of testing? A: Yes, unless otherwise instructed.
Q; Should my child wear his or her glasses? A: Yes.
What happens at the feedback appointment?
This is a parent-only session.
You will be given an explanation of your child’s testing results and, if warranted, a diagnosis. At this time, your doctor will identify the most appropriate interventions and accommodations for your child for the home and school settings.
A final copy of your child’s report will be mailed to you within two weeks of your feedback appointment. Should you need the report sooner, please let your doctor know and we will do our best to accommodate you.
Note: You will not receive a final report during the feedback appointment, because your doctor may need to add additional information from the feedback session to the report.
With parental consent, a copy will be sent to your child’s pediatrician.
We do not share reports with schools. Should you choose to share it, you will need to provide a copy to the school.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2019/02/evaluation-day.jpg?time=158550819613652048Erin Shoshanahttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngErin Shoshana2019-02-04 06:04:292019-04-29 14:31:37Neuropsychological Testing Day
A child receives a referral for neuropsychological testing when there are concerns about one or more areas of development. Certainly, these areas of concern can include cognition, academics, attention, memory, language, socialization, emotional regulation, behavioral concerns, motor difficulties, visual-spatial, and adaptive functioning. Testing can identify your child’s learning style and cognitive strengths. Lastly, through testing, our neuropsychologists can recommend accommodations to implement at school and at home.
What is a neuropsychological evaluation?
A neuropsychological evaluation aids the psychologist in determining a diagnosis.
How do I know if my child needs a pediatric neuropsychological evaluation?
An evaluation is usually recommended if your child has a medical condition such as Down syndrome, epilepsy, or a traumatic brain injury (TBI). So, the goal of the evaluation is to identify your child’s strengths and weaknesses. With this information, we can provide the right treatment recommendations, determine progress and response to intervention, and monitor functioning.
After your pediatrician has made a referral for a neuropsychological evaluation, you need to schedule an intake appointment. Typically, each intake appointment is one hour long.
Is my child eligible for testing at NSPT’s neuropsychological testing center?
Due to our growing team, we are able to test a larger population. Most noteworthy, we offer three types of testing services:
Early Childhood Developmental Assessment This is a multidisciplinary approach where our team works with a speech therapist and occupation therapist to assess children ages 15 months to 3 years, 11 months with developmental concerns ranging from socialization, language, and motor development. Each of the 3 scheduled testing appointments are typically on separate days.
NSPT’s standard neuropsychological evaluation for individuals ages 4 through college-age.
Adult ADHD assessment This is a new service we are now offering to adults who are interested in an ADHD evaluation. Typically, this is a one-day, 4-hour evaluation.
What should I expect during the neuropsychological intake?
Your first appointment is centered around talking with the psychologist about your areas of concern. Therefore, you will be asked to do the following:
Provide information about your child’s history.
Including medical, developmental, academic, attention, behavior, motor, andsocial history.
Inform the psychologist of any current, or past, services your child receives, such as:
What to bring to the neuropsychological intake:
You and your child
Completed intake paperwork
Similarly, any prior psychological/neuropsychological evaluation (if applicable)
Your child’s most recent 504 Plan or IEP (if applicable)
Certainly, don’t forget your child’s most recent report card or standardized exam scores
Finally, any relevant medical information (e.g., EEG report, CT/MRI scan report)
Lastly, after the intake, you will schedule the testing session for your child. Most of the time, testing is completed in one day (5 hours of testing). Occasionally, the testing will be completed over two days. The psychologist will create a neuropsychological battery based on the areas of concern. However, the battery is subject to adjustment on the day of testing. Typically, this occurs if another area of concern arises during the testing session.
To sum up, a pediatric neuropsychological evaluation can also help to determine any appropriate therapies such as speech or Applied Behavior Analysis. For more FAQ, click here.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2019/01/pediatric-neuropsychological-evaluation.jpg?time=1585508196627940Erin Shoshanahttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngErin Shoshana2019-01-15 06:03:422019-04-29 13:56:28Neuropsychological testing for kids at NSPT
A child may be referred for a neuropsychological evaluation when there are concerns about one or more areas of development. This can include cognition, academics, attention, memory, language, socialization, emotional, behavioral, motor, visual-spatial, and adaptive functioning.
A neuropsychological evaluation aids the psychologist in determining an appropriate diagnosis, such as Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Specific Learning Disorder, Language Disorder, and emotional and behavioral disorders. An evaluation can also be recommended if your child has been diagnosed with a medical condition such as Down syndrome, epilepsy, or a traumatic brain injury (TBI). The purpose of the evaluation would be to identify your child’s strengths and weaknesses in order to provide appropriate treatment recommendations, determine progress and response to intervention, and monitor functioning.
After your pediatrician has made a referral for a neuropsychological evaluation, you will need to schedule an intake appointment, which is typically an hour long.
What to Expect During the Neuropsychological Intake:
Inform the psychologist about your areas of concern
Provide information about your child’s history
Including medical, developmental, academic, attention, behavior, motor, and social history
Inform the psychologist of any current, or past, services your child receives (e.g., speech language therapy, occupational therapy, physical therapy, individual therapy, academic tutoring)
What to Bring to the Neuropsychological Intake:
Completed intake paperwork
Any prior psychological/neuropsychological evaluation (if applicable)
Your child’s most recent 504 Plan or IEP (if applicable)
Any recent private intervention evaluation (e.g., speech language therapy, occupational therapy)
Your child’s most recent report card or standardized exam scores
Any relevant medical information (e.g., EEG report, CT/MRI scan report)
After the intake, you will schedule the testing session for your child. Most of the time, testing is completed in one day (5 hours of testing), but occasionally the testing will need to be completed over two days. The psychologist will create a neuropsychological battery based on the areas of concern; however, the battery could be adjusted on the day of testing. Typically, this occurs if another area of concern arises during the testing session.
What to Bring on the Day of the Neuropsychological Test:
Plenty of snacks and lunch
Completed paperwork and rating forms
Any prior evaluations that were not brought to the intake
After testing is complete, you will return for a one hour feedback session approximately two weeks later, with the clinician to review the testing data, any diagnoses determined based on your child’s profile, recommendations for home and school, and any intervention services to foster your child’s development.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2017/07/Blog-Neuropsychological-Evaluation-FeaturedImage.png?time=1585508196186183Vanessa A. Wells Psy.D.https://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngVanessa A. Wells Psy.D.2017-07-07 05:30:332019-04-29 14:32:55Here's What You Can Expect from a Neuropsychological Evaluation
Neuropsychology is a field of psychology that focuses on the relationship between learning, behavior, and brain functioning. A child may be referred for a neuropsychological evaluation when there are concerns about one or more areas of their development. This can include a child’s cognitive, academic, memory, language, social, self-regulatory, emotional, behavioral, motor, visual-spatial, and adaptive functioning.
This type of evaluation can help rule out diagnoses such as Attention Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Specific Learning Disorder, Language Disorder, as well as various emotional and behavioral disorders. A neuropsychological evaluation can also be helpful if your child has been diagnosed with a medical condition such as Down Syndrome or other genetic disorders, Traumatic Brain Injury, or Epilepsy. The purpose of the evaluation is to identify a child’s patterns of strengths and challenges in order to provide parents, schools, and other providers with strategies to help them succeed across contexts. It can also be used to track a child’s progress and response to targeted interventions.
In order to assess whether a neuropsychological evaluation may be helpful for a child, a family may identify concerns in the following areas:
Difficulties with verbal and nonverbal reasoning and problem solving
Requiring a significant amount of repetition and/or additional time when learning
Delays in adaptive functioning
Grades below peers
Concerns with reading (phonetic development, fluency, comprehension), mathematics (calculation, word problems), or writing (spelling, content, organization)
Needing additional time to complete schoolwork, homework, or tests
Frustration with academic work
Expressive (output of language) or receptive (understanding of language) difficulties
Challenges initiating or maintaining a conversation
Difficulties with sarcasm or non-literal language (e.g, “It’s raining cats and dogs”)
Repetitive or odd language usage (e.g., repeating lengthy scripts heard from television or news programs)
Pronoun reversals or odd use of language
Difficulty paying attention or sitting still
Needing frequent prompts or reminders to complete tasks
Difficulty with multiple-step commands
Losing or misplacing items
Forgetting to turn in completed assignments
Poor peer relations
Inappropriate response when approached by peers
Difficulty with imaginative, functional, or reciprocal play
Limited interest in peers or preference for solitary play
Repetitive motor mannerisms (e.g., hand flapping, finger flicking, body rocking)
Lining up toys, spinning wheels of cars, sorting objects for prolonged periods of time
Physical or verbal aggression
Defiance or non-compliance
Difficulties with transitions or changes in routine
Self-injury (e.g., head banging)
Poor frustration tolerance
Irritability or easily upset
Eating or sleeping difficulties
Lack of interest in things he/she used to enjoy
Visual-Spatial, Visual-Motor, and Motor
Trouble with fine motor tasks (e.g., unwrapping small items, buttoning or zipping clothing, tying shoe laces)
Difficulty transferring information from the classroom board to a notepad, or transferring information from a test booklet to a scantron/bubble sheet
Difficulty with overwhelming visual displays (e.g., computer screen with several icons; homework with several problems on one sheet; a book with several colors and pictures)
Should a child demonstrate difficulties in some of the areas listed above, he/she may benefit from further consultation or a subsequent neuropsychological evaluation. Through this process, areas of difficulty can be identified, and targeted interventions will be suggested to enhance a child’s development.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/04/Blog-Neuropsychological-Evaluation-FeaturedImage.jpg?time=1585508196186183Nina Goudishttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngNina Goudis2016-04-12 05:30:272019-04-29 14:35:20Reasons to Seek a Neuropsychological Evaluation for Your Child
Pediatric neuropsychologists are clinical psychologists who focus on completing comprehensive evaluations to ascertain the most appropriate diagnosis in order to lead to the most effective treatment outcome. All neuropsychologists have their Ph.D. or Psy.D. in Clinical Psychology and also have several years of training with brain based behaviors, neurodevelopmental conditions, as well as effective interventions and accommodations.
The typical questions that parents will bring forth in a neuropsychology clinic are related to the child’s academic performance, behavioral regulation, social interaction, and/or emotional functioning. It is the goal of the neuropsychologist to help identify what is causing the negative behavior and what would be an effective course of action.
Conditions and diagnoses that pediatric neuropsychologists often work with include the following:
Often, it is found that a child may have multiple conditions. One of the goals of the neuropsychologist is to help determine what the main condition(s) to address are and the most effective interventions.
The interventions that are determined by a pediatric neuropsychologist are often found in the following places: