Psychology. Neuropsychology

Size: px
Start display at page:

Download "Psychology. Neuropsychology"

Transcription

1 Demystifying the Neuropsychological Assessment: How to use the assessment as an effective tool for evaluation and treatment Jeff Snell, Ph.D. Director, Psychology and Neuropsychology Services, QLI Omaha, NE 2014 South Dakota Workers' Compensation Summit Psychology Psychology is the study of the mind and behavior. The discipline embraces all aspects of the human experience from the functions of the brain to the actions of nations, from child development to care for the aged. In every conceivable setting from scientific research centers to mental health care services, the understanding of behavior is the enterprise of psychologists. American Psychological Association (APA). APA Web Site, Q&A, Retrieved August 16, 2012 from http ://www.apa.org/support/about/apa/psychology.aspx#answer Neuropsychology Clinical neuropsychology is a specialty that applies principles of assessment and intervention based upon the scientific study of human behavior as it relates to normal and abnormal functioning of the central nervous system. The specialty is dedicated to enhancing the understanding of brain-behavior relationships and the application of such knowledge to human problems. Division 40 of the American Psychological Association, the Division of Clinical Neuropsychology. Retrieved August 16, 2012 from 1

2 Psychological Assessment A process of using samples of behavior and ability, reports of personal and medical history, symptoms or problems reported by self or others, in order to make inferences regarding an individual s capabilities, general personality functioning, intellectual capability, psychiatric functioning, etc The integration of various sources of information using a concise information-gathering process to make generalizations and conclusions Neuropsychological Assessment Emphasis on assessment of cognition and behavior as relates to underlying brain structure and function Identifying and diagnosing disturbances of cognition and behavior Projecting the functional impact of the findings on the individual Assisting in the design of clinical treatment Heavy emphasis on standardized, structured, highlycontrolled test administration, and interpretation of findings Process-oriented versus rigid battery or system Typical Populations of interest Cerebrovascular accidents (CVAs) Brain injury Neoplasms Infections, or inflammatory diseases Demyelinating disease Dementia / Pseudodementia General med./surg. patients with deficits that may complicate medical or surgical management Developmental disabilities..and many more 2

3 Typical Referral Issues Differential diagnoses between psychogenic and neurogenic syndromes Differential diagnoses between two or more suspected etiologies of cerebral dysfunction Evaluation of spared versus impaired functions secondary to a cortical or subcortical event Establishment of baseline Pre / Post pharmacological, surgical, or behavioral interventions Assessment of higher cortical functions for formulation of rehabilitation interventions Typical Referral Questions Is this individual experiencing depression, or the onset of dementia? Can this individual return to work? Is guardianship needed in this case? Is this patient safe to return to driving? Is this patient safe to discharge home? What academic/work accommodations are recommended? As compared to their previous functioning, are they better/worse? Intellectual Assessment Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV) Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II) Wechsler Intelligence Scales for Children, Fourth Edition (WISC-IV) Stanford-Binet Intelligence Scales, Fifth Edition (SB5) Test of Nonverbal Intelligence, Fourth Edition (TONI-4) 3

4 Academic Assessment Wechsler Individual Achievement Test Second Edition (WIAT-II) Woodcock-Johnson Tests of Achievement Third Edition (WJ-III) Wide Range Achievement Tests Fourth Edition (WRAT-4) Language Assessment Boston Naming Test (BNT) Controlled Oral Word Association Test (COWAT) Semantic Fluency - Animal Naming Test Peabody Picture Vocabulary Test Fourth Edition (PPVT-IV) Test of Premorbid Functioning (TOPF) Wide Range Achievement Test Fourth Edition (WRAT-4) Reading Subtest 4

5 Motor / Visual-Motor Assessment Grip Strength Test Finger Tapping Test Grooved Pegboard Test Line Bisection Task Cancellation Tasks Visual Search and Attention Test (VSAT) 5

6 Memory Assessment Wechsler Memory Scales Fourth Edition (WMS-IV) California Verbal Learning Test Second Edition (CVLT-II) Hopkins Verbal Learning Test Revised (HVLT-R) Brief Visuospatial Memory Test Revised (BVMT-R) Rey Complex Figure Test (RCFT) Wide Range Assessment of Memory and Learning Second Edition (WRAML2) Test of Memory Malingering (TOMM) 6

7 Executive Functioning Assessment Delis-Kaplan Executive Function System (D-KEFS) Stroop Color and Word Test (Stroop) Trail Making Test (TMT) Wisconsin Card Sorting Test (WCST) Continuous Performance Tasks (CPT) Clock Drawing Task Behavioural Assessment of the Dysexecutive Syndrome (BADS).. for children, BADS-C Red Blue Green Blue Yellow Green Blue Red Yellow Green Red Blue Green Blue Red Green Red Yellow Yellow Red Green Blue Green Green Blue Green Blue Yellow Blue Red Red Yellow Green Red Blue Green Red Blue Green Blue Yellow Green Blue Red Yellow Green Red Blue Green Blue Red Green Red Yellow Yellow Red Green Blue Green Green Blue Green Blue Yellow Blue Red Red Yellow Green Red Blue Green 7

8 Processing Speed Assessment Paced Auditory Serial Addition Test (PASAT) Processing Speed Index of WAIS-IV (PSI) Timed aspects of many of the previously-noted tests Personality Assessment / Symptom Reporting Minnesota Multiphasic Inventory 2 Restructured Form (MMPI-2RF) Millon Clinical Multiaxial Inventory Third Edition (MCMI-III) 16PF Fifth Edition Questionnaire Symptom Checklist 90 Revised (SCL-90-R) Beck Depression Inventory Second Edition (BDI-II) Beck Anxiety Inventory 8

9 Brief Screening or Battery Mini Mental Status Examination (MMSE) COGNISTAT (Neurobehavioral Cognitive Status Examination) Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) Military Acute Concussion Evaluation (MACE) Automated Neuropsychological Assessment Metrics (ANAM) Dementia Rating Scales Second Edition (DRS-2) The Neuropsychological Report Organization of a typical report Background information Procedures utilized Behavioral observations Results of assessments Summary/Recommendations Ranges and Percentiles 25% 75% Cumulative Percentile 2% 9% 91% 98% % within Range Range of Performance Standard Score (Composite/Index/IQ) Standard Deviation

10 The Neuropsychological Report Summary/Recommendations. Mr. Popeye T. Sailorman is a 46-year-old single Caucasian man from Sweethaven who recently was hospitalized following an assault in which he sustained a concussion. The current assessment was conducted in order to identify his cognitive strengths and needs, and to assist in the design of his treatment program. Within his current assessment Mr. Sailorman demonstrated many areas of functioning that appear to reflect performance that are at or his near pre-morbid estimates of ability. In particular, his language functioning (expressive and receptive) appears intact. His speech contains some errors of articulation and neologistic content, however friends report this as reflecting pre-injury characteristics (relative to this most recent concussion). Deficits were noted in the area of frontal executive functioning, particularly in measurements of impulsivity, reasoning, and emotional regulation. According to his history, Mr. Sailorman has sustained a number of concussive events, some requiring medical attention. It is therefore not surprising that some cumulative effect of his The Neuropsychological Report Referral Questions: 1) Is Mr. Sailorman able to return to his previous employment as a sea captain? At this point in his recovery, Mr. Sailorman is demonstrating functional abilities that are considered to be at or near his pre-injury status in most aspects of cognitive functioning. The over-learned and familiar aspects of the operation of his boat are not substantially impacted by the frontalexecutive deficits that were observed in the course of this examination, though his safe operation of a vessel could be compromised by his emotional/behavioral status (as was the case which resulted in his most recent injury). In terms of recovery from his recent concussion, however, Mr. Sailorman appears to be back to his pre-injury baseline of ability. What is the Question??? Broad questions How is this individual functioning after the injury? What is the ability level of this individual? Is there evidence of decline? Specific questions Does this person need a guardian? (This is a capacity question ) Can this individual return his previous job? What academic accommodations does need once she returns to school? Is the memory loss that is experiencing associated with the onset of dementia, or some other process? Is this patient safe to return home? 10

11 Situations where assessed/actual abilities may differ The artificial environment of testing The role of prior learning (familiarity) Novel/abstract tasks versus previously-developed routines The real world has natural cues and prompts, but also more distractions (and dangers!) The Advantages of Real World Performance Assessment Ecological validity Over-learned and crystallized information/abilities versus fluid/novel information/abilities Knowledge versus ability Incorporation of the familiar, or challenges of the new Leads to identification of remediation strategies Development of routines to use in natural environment Important to Remember! Neuropsychological assessment allows for a standardized comparison of performance with an appropriate normative population Results of a single assessment represents a point in time Serial testing can document change It is an artificial environment, with controls for extraneous variables that can affect performance Those extraneous variables in the real world can help, hinder, or have no effect Ecological/External validity can be limited 11

12 Important to Remember! You generally get a better answer when you have a question The questions to be answered by an assessment can be very specific, or more general As a referrer, you may have some questions come up after the report has been generated CALL! Selected Resources A Parent s Guide to Neuropsychological Evaluations: opsychologicalevaluations.pdf The American Psychological Association: Division 40 of the American Psychological Association, the Division of Clinical Neuropsychology: Assessment Psychology Online: Questions/Discussion 12

13 Contact Information Jeff Snell, Ph.D. Director, Psychology and Neuropsychology Services, QLI 13

PSYCHOLOGICAL AND NEUROPSYCHOLOGICAL TESTING

PSYCHOLOGICAL AND NEUROPSYCHOLOGICAL TESTING Status Active Medical and Behavioral Health Policy Section: Behavioral Health Policy Number: X-45 Effective Date: 01/22/2014 Blue Cross and Blue Shield of Minnesota medical policies do not imply that members

More information

Disability Services Office Health, Counselling & Disability Services

Disability Services Office Health, Counselling & Disability Services Queen s University Documentation Requirements for Students with Learning Disabilities The following outlines the specific type and format of documentation that students with learning disabilities (LD)

More information

SPECIFICATIONS FOR PSYCHIATRIC AND PSYCHOLOGICAL EVALUATIONS

SPECIFICATIONS FOR PSYCHIATRIC AND PSYCHOLOGICAL EVALUATIONS SPECIFICATIONS FOR PSYCHIATRIC AND PSYCHOLOGICAL EVALUATIONS Why are both a psychiatric and a psychological evaluation required? Mental disorders, as well as the medications used for treatment, may produce

More information

Learning Disability Documentation Instructions Updated December, 2015

Learning Disability Documentation Instructions Updated December, 2015 Learning Disability Documentation Instructions Updated December, 2015 The Office of Accessibility Services establishes academic and/or housing accommodations for students with a documented disability.

More information

FAA EXPERIENCE WITH NEUROPSYCHOLOGICAL TESTING FOR AIRMEN WITH DEPRESSION ON SSRI MEDICATIONS

FAA EXPERIENCE WITH NEUROPSYCHOLOGICAL TESTING FOR AIRMEN WITH DEPRESSION ON SSRI MEDICATIONS FAA EXPERIENCE WITH NEUROPSYCHOLOGICAL TESTING FOR AIRMEN WITH DEPRESSION ON SSRI MEDICATIONS Presented to: 2013 Aerospace Medical Association Annual Scientific Meeting By: James R. DeVoll, M.D. Date:

More information

Kelly Elizabeth Kollias, Psy.D. New Jersey Licensed Psychologist #35SI00547700

Kelly Elizabeth Kollias, Psy.D. New Jersey Licensed Psychologist #35SI00547700 Curriculum Vitae, 2015 Kelly Elizabeth Kollias, Psy.D. New Jersey Licensed Psychologist #35SI00547700 EDUCATION: Widener University Chester, PA May, 2013 Institute for Graduate Clinical Psychology *Doctor

More information

University of St. Thomas Health Services and Counseling ADD/ADHD Guidelines

University of St. Thomas Health Services and Counseling ADD/ADHD Guidelines University of St. Thomas Health Services and Counseling ADD/ADHD Guidelines Students with suspected or diagnosed ADD/ADHD may present in different circumstances. These guidelines were developed to provide

More information

APPIC APPLICATION Summary of Practicum Experiences

APPIC APPLICATION Summary of Practicum Experiences APPIC APPLICATION Summary of Practicum Experiences 1. Intervention Experience How much experience do you have with different types of psychological interventions? NOTE: Remember that hours accrued while

More information

TESTING GUIDELINES PerformCare: HealthChoices. Guidelines for Psychological Testing

TESTING GUIDELINES PerformCare: HealthChoices. Guidelines for Psychological Testing TESTING GUIDELINES PerformCare: HealthChoices Guidelines for Psychological Testing Testing of personality characteristics, symptom levels, intellectual level or functional capacity is sometimes medically

More information

Module V. Neuropsychological Assessments. "The Impact"

Module V. Neuropsychological Assessments. The Impact Module V. Neuropsychological Assessments "The Impact" Module V - Neurological Assessments Page 2 of 22 Instructions to This Module: - If you have questions we encourage you to talk to your supervisor or

More information

Conducting TBI Evaluations: Using Data from WAIS-IV, WMS-IV, and ACS for WAIS-IV and WMS-IV Gloria Maccow, Ph.D., Assessment Training Consultant

Conducting TBI Evaluations: Using Data from WAIS-IV, WMS-IV, and ACS for WAIS-IV and WMS-IV Gloria Maccow, Ph.D., Assessment Training Consultant Conducting TBI Evaluations: Using Data from WAIS IV, WMS IV and ACS for WAIS IV & WMS IV Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Provide a brief description of WAIS IV, WMS IV, and

More information

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation

More information

Accommodations STUDENTS WITH DISABILTITES SERVICES

Accommodations STUDENTS WITH DISABILTITES SERVICES Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities

More information

Assessment of the Brain Injured Client: Neuropsychological, Psychiatric and Adjustment Issues

Assessment of the Brain Injured Client: Neuropsychological, Psychiatric and Adjustment Issues Assessment of the Brain Injured Client: Neuropsychological, Psychiatric and Adjustment Issues Ann Marie McLaughlin, Ph.D. Clinical Director, ReMed s Community Outpatient Services Objectives 1. Brief review

More information

Kevin O Brien, Ph.D., ABPP-Cn

Kevin O Brien, Ph.D., ABPP-Cn Aerospace Medical Association Meeting: Pay Attention! ADHD in Civil Aviation (May 16, 2013) Neuropsychological Evaluation of ADHD: Recent FAA Revisions Kevin O Brien, Ph.D., ABPP-Cn Arizona Neuropsychology,

More information

Behavioral Health Psychological/Neuropsychological Testing Guidelines

Behavioral Health Psychological/Neuropsychological Testing Guidelines Behavioral Health Psychological/Neuropsychological Testing Guidelines Psychological testing (procedural code 96101) and Neuropsychological Testing (procedural code 96118) involve the culturally and linguistically

More information

Documentation of an Assessment for a Learning Disability

Documentation of an Assessment for a Learning Disability Documentation of an Assessment for a Learning Disability I. A Qualified Professional Must Conduct the Evaluation Professionals conducting assessments and rendering diagnoses of specific learning disabilities

More information

TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines

TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines Psychological testing involves the culturally and linguistically competent administration and interpretation

More information

Introduction to Neuropsychological Assessment

Introduction to Neuropsychological Assessment Definitions and Learning Objectives Introduction to Neuropsychological Assessment Alan Sunderland Reader in Clinical Neuropsychology Neuropsychological assessment seeks to define cognitive disability in

More information

Guidelines for Documentation of a A. Learning Disability

Guidelines for Documentation of a A. Learning Disability Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who

More information

ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults

ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults First Edition 2013 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 2013 ETS All

More information

Psychological and Neuropsychological Testing

Psychological and Neuropsychological Testing Psychological and Neuropsychological Testing I. Policy University Health Alliance (UHA) will reimburse for Psychological and Neuropsychological Testing (PT/NPT) when it is determined to be medically necessary

More information

3030. Eligibility Criteria.

3030. Eligibility Criteria. 3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department

More information

CASE STUDY. The following case study contains all the components described in. Chapter 2 The Assessment Process - Psychoeducational Assessment.

CASE STUDY. The following case study contains all the components described in. Chapter 2 The Assessment Process - Psychoeducational Assessment. CASE STUDY The following case study contains all the components described in Chapter 2 The Assessment Process - Psychoeducational Assessment. Ms. Smith was diagnosed with learning disabilities. As you

More information

Psychological and Neuropsychological Testing

Psychological and Neuropsychological Testing 2015 Level of Care Guidelines Psych & Neuropsych Testing Psychological and Neuropsychological Testing Introduction: The Psychological and Neuropsychological Testing Guidelines provide objective and evidencebased

More information

MINDS: Mental Information processing

MINDS: Mental Information processing MINDS: Mental Information processing and Neuropsychological Diagnostic System Automated administration and scoring of psychological tests and questionnaires Reports of test results in text and grafical

More information

Overview. Neuropsychological Assessment in Stroke. Why a Neuropsychologist. How to make a referral. Referral Questions 11/6/2013

Overview. Neuropsychological Assessment in Stroke. Why a Neuropsychologist. How to make a referral. Referral Questions 11/6/2013 Overview Neuropsychological Assessment in Stroke Brandon Ally, PhD Department of Neurology What is Neuropsychology Stroke Specific Neuropsychology Neuropsychological Domains Case Study What is Neuropsychology?

More information

JONATHAN D. LAMM, PH.D.

JONATHAN D. LAMM, PH.D. JONATHAN D. LAMM, PH.D. drlamm@metropolitancbt.com EDUCATION August 2014 March 2012 May 2009 Ph.D. Clinical Psychology - Child Track St. John s University (APA Accredited) M.A., Clinical Psychology - Child

More information

Depression/Anxiety requiring medication

Depression/Anxiety requiring medication Depression/Anxiety requiring medication Pilots taking antidepressants/anti-anxiety medication are disqualified, except f the 4 S.S.R.I. mediations which require a Special Issuance (see attached SSRI Special

More information

HARFORD COMMUNITY COLLEGE CERTIFICATION OF AUTISM SPECTRUM DISORDER

HARFORD COMMUNITY COLLEGE CERTIFICATION OF AUTISM SPECTRUM DISORDER HARFORD COMMUNITY COLLEGE CERTIFICATION OF AUTISM SPECTRUM DISORDER The student named below has applied for services from Harford Community College s Disability Support Services Office. In order to be

More information

Advanced Clinical Solutions. Serial Assessment Case Studies

Advanced Clinical Solutions. Serial Assessment Case Studies Advanced Clinical Solutions Serial Assessment Case Studies Advanced Clinical Solutions Serial Assessment Case Studies Case Study 1 Client C is a 62-year-old White male who was referred by his family physician

More information

The Role of Neuropsychological Testing in Guiding Decision- Making Related to Dementia

The Role of Neuropsychological Testing in Guiding Decision- Making Related to Dementia The Role of Neuropsychological Testing in Guiding Decision- Making Related to Dementia By Scott Knight, Director, SLR Diagnostics & Assessments, a division of Sibley & Associates Inc., and Konstantine

More information

Eastern Washington University Post-Master s School Psychology Certificate Program PSYC 534 Human Neuropsychology Syllabus

Eastern Washington University Post-Master s School Psychology Certificate Program PSYC 534 Human Neuropsychology Syllabus Eastern Washington University Post-Master s School Psychology Certificate Program PSYC 534 Human Neuropsychology Syllabus INSTRUCTOR: Jamie Chaffin, Ed.D., NCSP jchaffin@ewu.edu 509-359-4736 office 208-284-9244

More information

(26) used to obtain self-reports of abilities in variety of communication situations, tasks

(26) used to obtain self-reports of abilities in variety of communication situations, tasks Table 1 Results of survey in Appendix A. Standardized tests recommended by speech-language pathologists (n = 30) and rationale for their use. Numbers in parentheses refer to the individual respondent.

More information

Patterns of Strengths and Weaknesses in L.D. Identification

Patterns of Strengths and Weaknesses in L.D. Identification Patterns of Strengths and Weaknesses in L.D. Identification October 3, 2013 Jody Conrad, M.S., N.C.S.P School Psychologist, SOESD Definitions of SLD Federal and State A disorder in one or more basic psychological

More information

1695 N.W. 9th Avenue, Suite 3302H Miami, FL. 33136. Days and Hours: Monday Friday 8:30a.m. 6:00p.m. (305) 355 9028 (JMH, Downtown)

1695 N.W. 9th Avenue, Suite 3302H Miami, FL. 33136. Days and Hours: Monday Friday 8:30a.m. 6:00p.m. (305) 355 9028 (JMH, Downtown) UNIVERSITY OF MIAMI, LEONARD M. MILLER SCHOOL OF MEDICINE CLINICAL NEUROPSYCHOLOGY UHEALTH PSYCHIATRY AT MENTAL HEALTH HOSPITAL CENTER 1695 N.W. 9th Avenue, Suite 3302H Miami, FL. 33136 Days and Hours:

More information

Neuropsychological Testing

Neuropsychological Testing Last Review Date: March 17, 2015 Number: MG.MM.ME.18dC2 Medical Guideline Disclaimer Property of EmblemHealth. All rights reserved. The treating physician or primary care provider must submit to EmblemHealth

More information

Dementia Causes and Neuropsychological Evaluation of the Older Adult

Dementia Causes and Neuropsychological Evaluation of the Older Adult Dementia Causes and Neuropsychological Evaluation of the Older Adult Laurie N. Culp, Ph.D. Pate and Culp Psychological Assoc. 2440 Lawrenceville Highway Suite 200 Decatur, GA 30033 678-595-0062 lculp@emory.edu

More information

PSYC PSYCHOLOGY. 2011-2012 Calendar Proof

PSYC PSYCHOLOGY. 2011-2012 Calendar Proof PSYC PSYCHOLOGY PSYC1003 is a prerequisite for PSYC1004 and PSYC1004 is a prerequisite for all remaining Psychology courses. Note: See beginning of Section F for abbreviations, course numbers and coding.

More information

Components of an Effective Evaluation for Autism Spectrum Disorder

Components of an Effective Evaluation for Autism Spectrum Disorder Components of an Effective Evaluation for Autism Spectrum Disorder Lara M. Mattox, Ph.D. Clinical Psychologist Tulsa Developmental Pediatrics & Center for Family Psychology Why is Evaluation Important??

More information

PSYCHOLOGY 712R: NEUROPSYCHOLOGICAL ASSESSMENT ADULT Winter 2009 Section 001 Wednesday 3:00-5:30 pm

PSYCHOLOGY 712R: NEUROPSYCHOLOGICAL ASSESSMENT ADULT Winter 2009 Section 001 Wednesday 3:00-5:30 pm PSYCHOLOGY 712R: NEUROPSYCHOLOGICAL ASSESSMENT ADULT Winter 2009 Section 001 Wednesday 3:00-5:30 pm 1 Instructor: Michael J. Larson, Ph.D. Office: 244 TLRB Email: michael_larson@byu.edu Phone: (801) 422-6125

More information

ELSO RECOMMENDATIONS FOR FOLLOW-UP FOR ECMO PATIENTS. I. Overview 1. II. Pre-discharge Evaluation 4. III. 4-6 Month Evaluation 5

ELSO RECOMMENDATIONS FOR FOLLOW-UP FOR ECMO PATIENTS. I. Overview 1. II. Pre-discharge Evaluation 4. III. 4-6 Month Evaluation 5 ELSO RECOMMENDATIONS FOR FOLLOW-UP FOR ECMO PATIENTS TABLE OF CONTENTS I. Overview 1 II. Pre-discharge Evaluation 4 III. 4-6 Month Evaluation 5 IV. 1 Year Evaluation 5 V. 2 Year Evaluation 5 VI. 3 Year

More information

An Introduction to Neuropsychological Assessment. Robin Annis, PsyD, CBIS

An Introduction to Neuropsychological Assessment. Robin Annis, PsyD, CBIS An Introduction to Neuropsychological Assessment Robin Annis, PsyD, CBIS Learning Objectives Define neuropsychology and introduce the basic components of neuropsychological assessment. Identify the phases

More information

Interpretive Report of WISC-IV and WIAT-II Testing - (United Kingdom)

Interpretive Report of WISC-IV and WIAT-II Testing - (United Kingdom) EXAMINEE: Abigail Sample REPORT DATE: 17/11/2005 AGE: 8 years 4 months DATE OF BIRTH: 27/06/1997 ETHNICITY: EXAMINEE ID: 1353 EXAMINER: Ann Other GENDER: Female Tests Administered: WISC-IV

More information

The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults

The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults Introduction The prevailing legal climate surrounding higher education and disability issues, combined

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

Neuropsychological Assessment in Sports- Related Concussion: Part of a Complex Puzzle

Neuropsychological Assessment in Sports- Related Concussion: Part of a Complex Puzzle Neuropsychological Assessment in Sports- Related Concussion: Part of a Complex Puzzle Jillian Schuh, PhD 1, 2, John Oestreicher, PhD 1, & Linda Steffen, PsyD 1 1 Catalpa Health 2 Department of Neurology,

More information

Frequently Asked Questions

Frequently Asked Questions Frequently Asked Questions Business Office: 598 Airport Boulevard Suite 1400 Morrisville NC 27560 Contact: support@cognitrax.com Phone: 888.750.6941 Fax: 888.650.6795 www.cognitrax.com Diseases of the

More information

Patricia Beldotti, Psy.D. Email: drbeldotti@aol.com Tel: 520-404-7553 Web: www.drbeldotti.com

Patricia Beldotti, Psy.D. Email: drbeldotti@aol.com Tel: 520-404-7553 Web: www.drbeldotti.com Patricia Beldotti, Psy.D. Email: drbeldotti@aol.com Tel: 520-404-7553 Web: www.drbeldotti.com Assessment Costs I understand that assessment needs differ and that these assessments can be costly, especially

More information

The Diagnosis and Neuropsychological Assessment of Adult Attention Deficit/Hyperactivity Disorder

The Diagnosis and Neuropsychological Assessment of Adult Attention Deficit/Hyperactivity Disorder The Diagnosis and Neuropsychological Assessment of Adult Attention Deficit/Hyperactivity Disorder Scientific Study and Practical Guidelines RICHARD GALLAGHER a AND JOSEPH BLADER b a NYU Child Study Center,

More information

Cognitive Assessment and Rehabilitation in mtbi Patients. Shannon E. Auxier, MS CCC-SLP Judy M. Mikola, PhD CCC-SLP

Cognitive Assessment and Rehabilitation in mtbi Patients. Shannon E. Auxier, MS CCC-SLP Judy M. Mikola, PhD CCC-SLP Cognitive Assessment and Rehabilitation in mtbi Patients Shannon E. Auxier, MS CCC-SLP Judy M. Mikola, PhD CCC-SLP Disclaimer The views expressed in this presentation are those of the presenters and do

More information

Presents. Brain Basics. A Seminar of Education and Understanding

Presents. Brain Basics. A Seminar of Education and Understanding Presents Brain Basics A Seminar of Education and Understanding Welcome to the Presentation. Brain Overview What Are The Stats? Brain Injury is the LEADING cause of death and disability in children, adolescents

More information

Practice Standards For The Psychological Assessment of Disability and Impairment

Practice Standards For The Psychological Assessment of Disability and Impairment Practice Standards For The Psychological Assessment of Disability and Impairment May 2004 52 Whitney Place, Thornhill, Ontario. L4J 6V8 Phone: (905) 738-6667/(905) 761-6306 Fax: (905) 738-6616/(905) 761-6182

More information

Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum

Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Ilene Solomon, Ph.D., Spectrum Services The decision to have a child or adolescent

More information

Interpretive Report of WAIS IV and WMS IV Testing

Interpretive Report of WAIS IV and WMS IV Testing Interpretive Report of WAIS IV and WMS IV Testing Examinee and Testing Information Examinee Name Date of Report 8/24/2009 Examinee ID Years of Education 16 Date of Birth 4/24/1947 Home Language

More information

The Scoop on Understanding Psych Testing: What do all those numbers really mean???

The Scoop on Understanding Psych Testing: What do all those numbers really mean??? The Scoop on Understanding Psych Testing: What do all those numbers really mean??? Caley Schwartz, Ph.D. Caley Schwartz Psychological Services, LLC (203)464-9053! Clinical Instructor Yale Child Study Center

More information

Expert Witness Services for Personal Injury Lawyers

Expert Witness Services for Personal Injury Lawyers Advanced Assessments Ltd Expert witnesses and Psychologists A Member of the Strategic Enterprise Group 180 Piccadilly, London, W1J 9HP T: 0845 130 5717 Expert Witness Services for Personal Injury Lawyers

More information

Attention Deficit/Hyperactivity Disorder (ADHD)

Attention Deficit/Hyperactivity Disorder (ADHD) Attention Deficit/Hyperactivity Disorder (ADHD) Documentation Guidelines Introduction This document provides students, schools, professional diagnosticians, and service providers with a common understanding

More information

SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014

SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014 SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014 TODAY S OBJECTIVES To provide an overview regarding: Child Study Team general procedures to include

More information

Essentials of WAIS-IV Assessment

Essentials of WAIS-IV Assessment Question from chapter 1 Essentials of WAIS-IV Assessment 1) The Binet-Simon Scale was the first to include age levels. a) 1878 b) 1898 c) 1908 d) 1928 2) The Wechsler-Bellevue Intelligence Scale had as

More information

2016 CODING FOR FETAL ALCOHOL SPECTRUM DISORDERS

2016 CODING FOR FETAL ALCOHOL SPECTRUM DISORDERS 2016 CODING FOR FETAL ALCOHOL SPECTRUM DISORDERS Listed below are the most commonly used codes applicable to FASD patient care. Code Description ICD-10-CM Primary Diagnosis P04.3 Newborn (suspected to

More information

Conducting Geriatric Evaluations: Using Data from WAIS-IV, WMS-IV, and ACSW4W4 Gloria Maccow, Ph.D., Assessment Training Consultant

Conducting Geriatric Evaluations: Using Data from WAIS-IV, WMS-IV, and ACSW4W4 Gloria Maccow, Ph.D., Assessment Training Consultant Conducting Geriatric Evaluations: Using Data from WAIS-IV, WMS-IV, and ACSW4W4 Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Select components of Advanced Clinical Solutions for WAIS-IV

More information

The Colorado School for the Deaf and the Blind Outreach Department

The Colorado School for the Deaf and the Blind Outreach Department The Colorado School for the Deaf and the Blind Outreach Department Learning Thriving Leading Psychological Assessment Practice with Students who are Deaf or Hard of Hearing (D/HH): Frequently Asked Questions

More information

Guidelines for the Documentation of a Learning Disability in Adolescents and Adults

Guidelines for the Documentation of a Learning Disability in Adolescents and Adults C O N C O R D I A C O L L E G E M O O R H E A D M I N N E S O TA COUNSELING CENTER, 901 8 TH STREET SOUTH, MOORHEAD, MN 56562 Guidelines for the Documentation of a Learning Disability in Adolescents and

More information

Forensic Evaluation Juvenile CPT Code 99499 Modifier HA for Competency to Stand Trial Modifier TG for Treatment Amenability

Forensic Evaluation Juvenile CPT Code 99499 Modifier HA for Competency to Stand Trial Modifier TG for Treatment Amenability New Mexico Interagency Behavioral Health Service Requirements and Utilization Guidelines Forensic Evaluation Juvenile CPT Code 99499 Modifier HA for Competency to Stand Trial Modifier TG for Treatment

More information

Epilepsy in Children. Learning and School Performance

Epilepsy in Children. Learning and School Performance Epilepsy in Children Learning and School Performance About the Epilepsy Foundation The Epilepsy Foundation is the national voluntary agency solely dedicated to the welfare of the more than three million

More information

Clinical Neuropsychology. Introduction. Dr Alan Sunderland

Clinical Neuropsychology. Introduction. Dr Alan Sunderland Clinical Neuropsychology. Introduction Dr Alan Sunderland 1 Overview What is a clinical neuropsychologist? Who are their clients? Principles of assessment. Assessment of memory problems Processes of recovery

More information

Interpretive Report of WMS IV Testing

Interpretive Report of WMS IV Testing Interpretive Report of WMS IV Testing Examinee and Testing Information Examinee Name Date of Report 7/1/2009 Examinee ID 12345 Years of Education 11 Date of Birth 3/24/1988 Home Language English Gender

More information

Master of Arts in Psychology: Counseling Psychology

Master of Arts in Psychology: Counseling Psychology Deanship of Graduate Studies King Saud University Master of Arts in Psychology: Counseling Psychology Department of Psychology College of Education Master of Arts in Psychology: Counseling Psychology 2007/2008

More information

NEW TRENDS AND ISSUES IN NEUROPSYCHOLOGY: Mild Traumatic Brain Injury and Postconcussive Syndrome Cases

NEW TRENDS AND ISSUES IN NEUROPSYCHOLOGY: Mild Traumatic Brain Injury and Postconcussive Syndrome Cases NEW TRENDS AND ISSUES IN NEUROPSYCHOLOGY: Mild Traumatic Brain Injury and Postconcussive Syndrome Cases Carl F. Mariano Barry H. Uhrman Introduction to Neuropsychology As many of you are aware, clinical

More information

Categories of Exceptionality and Definitions

Categories of Exceptionality and Definitions 7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents

More information

CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS

CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS CHAPTER 2: CLASSIFICATION AND ASSESSMENT IN CLINICAL PSYCHOLOGY KEY TERMS ABC chart An observation method that requires the observer to note what happens before the target behaviour occurs (A), what the

More information

Introducing the WAIS IV. Copyright 2008 Pearson Education, inc. or its affiliates. All rights reserved.

Introducing the WAIS IV. Copyright 2008 Pearson Education, inc. or its affiliates. All rights reserved. Introducing the WAIS IV Overview Introduction Revision Goals Test Structure Normative / Validity / Clinical Information Wechsler s View of Intelligence "The global capacity of a person to act purposefully,

More information

Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000

Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000 Page 1 of 5 Lepage Associates Solution-Based Psychological & Psychiatric Services With office in S. Durham/RTP, Main Telephone: (919) 572-0000 Raleigh and Chapel Hill www.lepageassociates.com LEPAGE ASSOCIATES

More information

Educational Issues Among Children With Spina Bifida By Donald J. Lollar, Ed.D.

Educational Issues Among Children With Spina Bifida By Donald J. Lollar, Ed.D. Educational Issues Among Children With Spina Bifida By Donald J. Lollar, Ed.D. Educational Issues Children with spina bifida/ hydrocephalus often show unique learning strengths and weaknesses that affect

More information

EMOTIONAL AND BEHAVIOURAL CONSEQUENCES OF HEAD INJURY

EMOTIONAL AND BEHAVIOURAL CONSEQUENCES OF HEAD INJURY Traumatic brain injury EMOTIONAL AND BEHAVIOURAL CONSEQUENCES OF HEAD INJURY Traumatic brain injury (TBI) is a common neurological condition that can have significant emotional and cognitive consequences.

More information

WMS III to WMS IV: Rationale for Change

WMS III to WMS IV: Rationale for Change Pearson Clinical Assessment 19500 Bulverde Rd San Antonio, TX, 28759 Telephone: 800 627 7271 www.pearsonassessments.com WMS III to WMS IV: Rationale for Change Since the publication of the Wechsler Memory

More information

Central Nervous System

Central Nervous System Central Nervous System Symptoms Cognitive impairment Intellectual disability is expected in individuals with clinically evident myotonic dystrophy at birth. In less severe forms of the disease, cognitive

More information

Paula Cooper, Ph.D. 1229 S Tamiami Trail Sarasota, FL 34239 941-363-0878

Paula Cooper, Ph.D. 1229 S Tamiami Trail Sarasota, FL 34239 941-363-0878 Paula Cooper Vitae 1 Paula Cooper, Ph.D. 1229 S Tamiami Trail Sarasota, FL 34239 941-363-0878 EDUCATION 2000-2004 Alliant International University/ Fresno, CA Clinical Psychology/Emphasis: Neuropsychology

More information

Social Security Disability: Determination and Review Regarding TBI

Social Security Disability: Determination and Review Regarding TBI Social Security Disability: Determination and Review Regarding TBI Traumatic Brain Injury does not have a specific listing, as such, in the Social Security administration's impairment listing manual. However,

More information

PSYCHOLOGICAL ASSESSMENT I PCO 6316C

PSYCHOLOGICAL ASSESSMENT I PCO 6316C PSYCHOLOGICAL ASSESSMENT I PCO 6316C Instructor: Michael J. Herkov, Ph.D. Office: 4001SW 13 th Street Suite 613 Phone: (352) 265-5516 352 678-0010 (c) Email: herkov@ufl.edu Office Hours: Monday: 1:00-5:00

More information

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning

More information

Encyclopedia of School Psychology Neuropsychological Assessment

Encyclopedia of School Psychology Neuropsychological Assessment Encyclopedia of School Psychology Neuropsychological Assessment Contributors: Cynthia A. Riccio & Kelly Pizzitola Jarratt Edited by: Steven W. Lee Book Title: Encyclopedia of School Psychology Chapter

More information

Memory Rehabilitation in Early Dementia. Diana Golvers Clinical Psychologist Central Dementia Service

Memory Rehabilitation in Early Dementia. Diana Golvers Clinical Psychologist Central Dementia Service Memory Rehabilitation in Early Dementia Diana Golvers Clinical Psychologist Central Dementia Service Loss of Memory in AD Memory impairment earliest manifestation of AD and other dementias Major impact

More information

Appropriate Use of CPT Coding in Treatment of Persons with Memory Impairment

Appropriate Use of CPT Coding in Treatment of Persons with Memory Impairment Appropriate Use of CPT Coding in Treatment of Persons with Memory Impairment Cameron J. Camp, Ph.D. Director of Research and Development Center for Applied Research in Dementia Cameron@CEN4ard.com www.cen4ard.com

More information

Psychological Assessment Center. www.aubmc.org

Psychological Assessment Center. www.aubmc.org Psychological Assessment Center www.aubmc.org 1 About the PAC The Psychological Assessment Center, housed within the Department of Psychiatry at the American University of Beirut Medical Center (AUBMC),

More information

Working Memory & Processing Speed in the Classroom. Steven M. Butnik, Ph. D., LCP ADDVANTAGE, PLLC Richmond, Virginia www.iaddvantage.

Working Memory & Processing Speed in the Classroom. Steven M. Butnik, Ph. D., LCP ADDVANTAGE, PLLC Richmond, Virginia www.iaddvantage. Working Memory & Processing Speed in the Classroom Steven M. Butnik, Ph. D., LCP ADDVANTAGE, PLLC Richmond, Virginia www.iaddvantage.com Not all gifted students are built alike! Slow Processing Speed Not

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

Post-Doctoral Fellowship in Clinical Psychology

Post-Doctoral Fellowship in Clinical Psychology SULLIVAN CENTER FOR CHILDREN 2015-2016 Post-Doctoral Fellowship in Clinical Psychology 3443 W. Shaw Fresno, California 93711 Phone: 559-271-1186 Phone: 559-271-1186 Fax: 559-271-8041 E-mail: markbarnes@sc4c.com

More information

Common Learning Disabilities in the Classroom. 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA

Common Learning Disabilities in the Classroom. 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA Common Learning Disabilities in the Classroom 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA Why might a child be having educational difficulties? Needs Special Education Services -Has

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY I. DEFINITION "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself

More information

Cognitive Rehabilitation for Executive Dysfunction in Parkinson s Disease

Cognitive Rehabilitation for Executive Dysfunction in Parkinson s Disease Calleo, J., Burrows, C., Levin, H., Marsh, L., Lai, E., York, M. (2012). Cognitive rehabilitation for executive dysfunction in Parkinson s disease: application and current directions., vol. 2012, Article

More information

Any Town Public Schools Specific School Address, City State ZIP

Any Town Public Schools Specific School Address, City State ZIP Any Town Public Schools Specific School Address, City State ZIP XXXXXXXX Supertindent XXXXXXXX Principal Speech and Language Evaluation Name: School: Evaluator: D.O.B. Age: D.O.E. Reason for Referral:

More information

The Do s & Don'ts of Mental Health Coding

The Do s & Don'ts of Mental Health Coding The Do s & Don'ts of Mental Health Coding Presented for Anthem Blue Cross and Blue Shield By Penny Osmon, BA, CPC October 31, 2007 Wisconsin Medical Society, Copyright 2007 CPT codes, descriptions and

More information

Anne Cecelia Chodzko, Ph.D., P.C.

Anne Cecelia Chodzko, Ph.D., P.C. Anne Cecelia Chodzko, Ph.D., P.C. 333 East Ontario Street Suite 4401B 60611 (847) 997-2186 Academic History Ph.D.,1992 Rosalind Franklin University of Medicine and Science; North Major: Clinical Psychology

More information

MENTAL IMPAIRMENT RATING

MENTAL IMPAIRMENT RATING MENTAL IMPAIRMENT RATING Lev.II Curriculum Rev. 6/09 155 OBJECTIVES MENTAL AND BEHAVIORAL DISORDERS 1. Identify the axes used in the diagnostic and statistical manual of mental disorders - DSM. 2. Understand

More information

EDUCATIONAL APPLICATIONS OF THE WISC-IV WPS TEST REPORT

EDUCATIONAL APPLICATIONS OF THE WISC-IV WPS TEST REPORT EDUCATIONAL APPLICATIONS OF THE WISC-IV WPS TEST REPORT by Charles L. Nicholson, Ph.D., and Bradley T. Erford, Ph.D. Copyright 2006 by Western Psychological Services www.wpspublish.com Version 1.210 ID

More information

Practice Protocol. Neuropsychological Evaluations

Practice Protocol. Neuropsychological Evaluations Practice Protocol Neuropsychological Evaluations Jointly Developed by the Arizona Department of Health Services/Division of Behavioral Health Services and AHCCCS/Health Plans Effective June 30, 2006 Revised

More information

The Psychologists Board of Western Australia

The Psychologists Board of Western Australia The Psychologists Board of Western Australia APPLICANT S PROGRAMME - CLINICAL NEUROPSYCHOLOGY and Knowledge INTRODUCTION Psychologists entering supervision for registration of the specialist title, Clinical

More information

Guidelines for Physical and Psychological Evaluations

Guidelines for Physical and Psychological Evaluations Guidelines for Physical and Psychological Evaluations The purpose of this document is to inform licensees, applicants, petitioners, and the public about the Board s requirements and procedures regarding

More information