1.     Do I need a referral from my doctor to get an appointment?

Although many of our referrals are physician-initiated, we would be happy to see you or your child on a self-referral basis as well. Some (not all) insurance companies require a physician referral in order to provide coverage; in this case, we would ask you to contact your physician and request a referral to our office. In some cases, children are not having any particular difficulties but the parents want to more fully understand their child's intellectual and cognitive functioning for educational and occupational decision making; in this case, evaluations may be conducted on a private pay basis.

2.     What happens during the evaluation?

There are two required parts of the evaluation, and a third optional part. The first part involves a clinical interview with the psychologist or speech-language pathologist to discuss your background and the issues that are concerning you. The information gained during this interview, along with a review of your medical or school records, will be used to design a test battery that will help to answer the specific areas of concern. The actual test session is the second part of the evaluation (described in the next section). The third, optional part, is a feedback session with the psychologist or speech-language pathologist to discuss the results of the evaluation and the recommendations. Parents almost always participate in this latter part. Older adults often meet with their physician to discuss the evaluation findings along with the results of other testing the physician has ordered; however, they are always welcome to also meet with the psychologist for a detailed discussion of their test results.

3.     What is the test session like?

The length of the test session varies depending on the number and type of tests administered. THe session will typically start in the morning and may continue into the afternoon after a lunch break. Preschool or early elementary-age children typically complete testing over two morning sessions. The exact length of time depends on the number and types of tests administered, and also on how quickly you or your child completes the tasks. Breaks are offered throughout the day as needed. If the person being testing begins to fatigue, or if a child becomes too distracted as the day progresses, we can complete the testing on another day.

4.     How do I prepare for the test session?

You should schedule your evaluation on a day when you have no other time commitments. During the school year, children will need to miss a day of school, for which we will provide a school excuse. Young children will need to miss two mornings of school. You or your child should get a good night’s sleep the night before, and eat a good breakfast. You should either bring a lunch or make plans to visit a nearby restaurant for lunch, which we take around noon. We have a kitchen with refrigerator/freezer and microwave, which you are welcome to use. You should bring your reading glasses and/or hearing aids, if you have them. If you tend to feel chilled indoors, you may want to bring a sweater or light jacket.

5.     What will I be doing during the test session?

Most people find the activities enjoyable and interesting. Children, in particular, usually enjoy the extended one-on-one attention from an adult! Many of the activities will seem like school-type tasks, while others will be like nothing you have experienced before. We will ask you to remember some things, draw some things, and figure some things out. There is nothing invasive about the testing, and you may want to assure your child that they will not get a shot (they may secretly harbor this fear). We take for granted all our brains do, and the testing will make you more aware all its complexities!

6.     What does the neuropsychological evaluation show?

While an MRI or CT scan shows the structure of the brain, and an EEG shows the electrical activity of the brain, the neuropsychological evaluation shows the functioning of the brain. The domains assessed generally include mental status, intellectual functioning, academic achievement, memory, language, visuospatial processing, executive functioning (e.g. planning, organizing, reasoning, problem solving, behavioral inhibition), attention and concentration, and sensorimotor functioning. Additionally, emotional and behavioral functioning is assessed.

7.     How is knowing this information useful?

Understanding the cause of a person’s cognitive, emotional, or behavioral difficulties is a key factor in planning an effective and efficient intervention, which then allows the person to address the problem and move forward in his or her life. Otherwise, the problem will remain as a stumbling block in the person’s life and cause unnecessary struggles and unhappiness.

10.     I have additional questions; what should I do?