Demystifying Neuropsychological Testing. Lorrie Ness, Ph.D. & Janette Patterson, MSW, LCMFT
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1 Demystifying Neuropsychological Testing Lorrie Ness, Ph.D. & Janette Patterson, MSW, LCMFT
2 Roadmap Symptoms Arise Exploring Options Testing Process Using the Results Behavior/academic Contact w/ teachers Interview & review Learn to interpret symptoms at of records the report home and school Contact w/ school psychologist or Testing Form support team private psychologist Feedback Share results with the schools Build on strengths
3 Academic Problems at School Dropping grades Variable performance Rough transition to middle/high school Problems with independent work Challenges with a selective subject Doesn t respond to tutoring Anxiety reading/answering out loud Trouble finishing within time limits
4 Behavioral Problems at School Lack of engagement Off-task Sleeping Skipping Cheating Defiant Cannot work independently
5 Academic Problems at Home Homework Rushing Memory problems Procrastinating Losing things Avoids certain subjects Difficulty with language
6 Behavioral Problems at Home Truancy Arguing Anxiety/Depression Low frustration tolerance Risk-taking/Impulsivity Regressive behavior Changes in interpersonal behavior
7 Exploring Your Options
8 Contact with Teachers/Testers
9 Purpose of Testing Head injury, toxins, neuro-degenerative processes Cognitive vs. emotional factors Accommodations for standardized testing (ie., SAT) Admissions Recovery/ response to treatment
10 Testing Process
11 Selecting a Tester
12 Type of Testing Psychoeducational testing vs. neuropsychological testing
13 Components of Testing Interview Records Testing Draft of report Feedback Delivery or results to school
14 Interview with parents/teachers Interview with pediatrician Custody considerations Interview with child Interview Process
15 Record Review Prior psychological evaluations, speech language evaluations, OT evaluations Academic records Medical records Adoption records Academic work samples Standardized test results
16 Components of Testing - intellectual ability - receptive/expressive language - academic skills - attention - executive function - visuospatial-motor-skills - learning and memory - interpersonal skills - emotional/psychological adjustment
17 Testing Considerations Breaks Decision to discontinue Medication Timing
18 Report and Feedback Draft Feedback Teens Future consultation Referrals
19 Using the Results
20 Treatment Team Therapy Medication Consultation Speech Language Occupational Therapy Social Skills Group Tutoring Parent Education Support Group
21 Keep it Positive!
22 Public School System public school resources MDT meetings 504 & IEP Advocacy
23 Other Educational Options Private school Boarding school Homeschooling
24 Functioning Changes Academic/behavioral changes Changes in accommodations Monitor response Updating
25 Beyond Secondary Education College Gap Year Work Technical School
26 Beyond Secondary Education College
27 College Considerations Consider strengths and weaknesses uncovered during the evaluation when choosing a college. Some considerations: Investigate potential college requirements Investigate student support services available Consider the learning environment Level of independence Social skills Living arrangements
28 College Considerations Self-Advocacy Less Parental Involvement No IEPs Self-identification This can be especially challenging for students who attended high schools specializing in AD/HD, LD, or autism spectrum disorders.
29 Contact Information Lorrie Ness, Ph.D Spring Street Suite # 604 Silver Spring, MD (301) x 5 [email protected] Janette Patterson, MSW, LCMFT Leslie Street Silver Spring, MD (240) [email protected]
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