FAQ

As part of the evaluation process a family will be asked to complete various paperwork, including a developmental questionnaire, authorization of release of information and a confidentiality agreement.   It is important that the family return the developmental questionnaire prior to the appointments or bring the completed form to the first intake appointment. In addition, it is helpful to bring copies of any relevant paper work related to a child’s history of diagnostic evaluation or consultation with specialists (i.e., prior evaluation by psychologists, developmental pediatricians, neurologists), any school testing that has been completed, as well as documentation of educational services (i.e., IEP,504 plan, recent progress note). Please note, as part of the evaluation process we may request that a child’s teacher complete forms as well.

Yes, continue the medication as prescribed by the physician. It is helpful to get the child’s optimal performance during the evaluation and if medication is typically administered then it is encouraged.

Written feedback shall be provided within 4 to 6 weeks of the final assessment meeting. Generating these documents is time consuming process; however, we are committed to providing this written documentation in a timely manner. 

For younger children, you may choose to downplay the label “doctor” if this is a frightening term and feel free to refer to your clinician by their first name. Reassure the child that this is an office with lots of toys and games, there are no medical or invasive procedures utilized. Parents may spend some portion of time in the testing room with their child. However, when possible, the child is tested independently from the parents.

For school age children, it may be helpful to inform them about the process and clarify expectations. A child may want to have more information about why the testing is happening. A simple explanation is that we are trying to understand how he/she learns so that you can make sure that his/her teachers “know the best ways of teaching” her/him. You can let your child know that he/she will spend about two hours working with a doctor who wants to understand how he/she learns and solves problems. The doctor will be asking the child questions, telling stories, showing pictures and asking him/her to draw. You may also inform the child that some things may be like “school work” and other things will be more like different games or activities. The testing process is broken down with opportunities to take breaks, play, and have a snack. Parents are encouraged to bring a snack or preferred food items that they may have on a break.

During the evaluation process it is our goal to utilize clinical observation, standard testing procedures, as well as parent report measures to gain information regarding a child’s strengths and relative weaknesses. We have the capability to circumvent physical or language obstacles and use adapted measures and modified testing in order to capture the most comprehensive information about a child’s developmental functioning. We will work with a family to capture a true representation of a child’s optimal capabilities. Therefore, if the testing sessions need to be broken down into smaller time blocks or if additional sessions are required we will make accommodations. In order to gain the child’s optimal participation a family may elect to invite the child’s behavior therapists, direct care staff, or other involved professionals to join the student for the evaluation. We also strongly encourage a family to bring with them any token systems, preferred toys or items, as well as all communication devices and supports that a child may be using either at home or in therapy.

The feedback session is an appointment which the parents/guardians attend after the evaluation process and is designed for the clinician to present the findings to the parents/guardians, respond to the referral question(s), and fully explain recommendations.  This meeting is typically 45 minute – 1 hour.

A developmental neuropsychologist is a doctoral level psychologist who is a licensed psychologist and health service provider with particular training and expertise in the diagnosis and management of neurologically based developmental, learning, and behavioral disorders of childhood.

No

For children above age three there are several steps in the evaluation process. The first step is called an intake. This session lasts typically 30 to 45 minutes and is an opportunity for parents to meet with their child’s clinician to discuss their concerns and ask questions about the assessment process. The intake session allows the clinician to gather information about the child’s history and development, as well as ask questions about parental observations of the child. This is also an important component of the evaluation and allows the clinician to meet the child and family to gather the necessary information in order to be able to complete the pre-authorization form required by most insurance companies to determine benefit eligibility for services.

A comprehensive evaluation for toddlers, preschoolers, and early childhood which consists of a comprehensive evaluation across developmental domains including cognition, language and communication, visual spatial processing skills, and social emotional functioning.

The purpose of a comprehensive neuropsychological evaluation is to provide parents with a better understanding of their child’s overall developmental profile including areas of strength and relative challenge. Parents should also expect to be supported in translating this understanding of a child’s functioning into a plan for helping their child with whatever challenges have prompted the evaluation.