Demystifying Neuropsychological Testing Lorrie Ness, Ph.D. & Janette Patterson, MSW, LCMFT
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
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
Behavioral Problems at School Lack of engagement Off-task Sleeping Skipping Cheating Defiant Cannot work independently
Academic Problems at Home Homework Rushing Memory problems Procrastinating Losing things Avoids certain subjects Difficulty with language
Behavioral Problems at Home Truancy Arguing Anxiety/Depression Low frustration tolerance Risk-taking/Impulsivity Regressive behavior Changes in interpersonal behavior
Exploring Your Options
Contact with Teachers/Testers
Purpose of Testing Head injury, toxins, neuro-degenerative processes Cognitive vs. emotional factors Accommodations for standardized testing (ie., SAT) Admissions Recovery/ response to treatment
Testing Process
Selecting a Tester
Type of Testing Psychoeducational testing vs. neuropsychological testing
Components of Testing Interview Records Testing Draft of report Feedback Delivery or results to school
Interview with parents/teachers Interview with pediatrician Custody considerations Interview with child Interview Process
Record Review Prior psychological evaluations, speech language evaluations, OT evaluations Academic records Medical records Adoption records Academic work samples Standardized test results
Components of Testing - intellectual ability - receptive/expressive language - academic skills - attention - executive function - visuospatial-motor-skills - learning and memory - interpersonal skills - emotional/psychological adjustment
Testing Considerations Breaks Decision to discontinue Medication Timing
Report and Feedback Draft Feedback Teens Future consultation Referrals
Using the Results
Treatment Team Therapy Medication Consultation Speech Language Occupational Therapy Social Skills Group Tutoring Parent Education Support Group
Keep it Positive!
Public School System public school resources MDT meetings 504 & IEP Advocacy
Other Educational Options Private school Boarding school Homeschooling
Functioning Changes Academic/behavioral changes Changes in accommodations Monitor response Updating
Beyond Secondary Education College Gap Year Work Technical School
Beyond Secondary Education College
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
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.
Contact Information Lorrie Ness, Ph.D. 1109 Spring Street Suite # 604 Silver Spring, MD 20910 (301) 587-2818 x 5 www.marylandpsychologygroup.com lorrie.a.ness@gmail.com Janette Patterson, MSW, LCMFT 10228 Leslie Street Silver Spring, MD 20902 (240) 418-8022 www.relationshipcollaboration.com janette.pat@gmail.com