Neuropsychological Assessment
What is a neuropsychological assessment?
Neuropsychological assessment involves comprehensive assessment of an individual's cognitive skills across multiple domains. Generally, this includes intellectual functioning, verbal skills, visual-spatial skills, processing speed, attention, learning and memory, and executive functioning. Assessment of mood or emotional/behavioral functioning is often included as well.
What does it involve?
A neuropsychological assessment includes a review of the individual's history (including medical, developmental, academic, and/or employment histories) as well as the gathering of information about current functioning (through interviews and through direct testing of neuropsychological functioning using standardized measures). This information is then used to determine areas of strength and weakness, to make any relevant diagnoses, and to make any recommendations. A report is written and feedback is provided directly to the individual (and/or parent in the case of children).
How long does it take?
While the exact amount of time varies by person and by referral question. the direct testing usually takes between six and eight hours to complete. Additional time is taken to review records, gather background information, interpret results, formulate diagnoses and/or recommendations, and write a report. Finally, time is spent directly with the individual (or in the case of children, with a parent/caregiver) to share the results and recommendations.
When is a neuropsychological assessment helpful?
Neuropsychological assessment is helpful when more information about how the brain works or how it processes information. Results from an assessment can be useful in determining diagnoses, in better understanding the individuals areas of strength and challenge, in monitoring change over time, and in making recommendations for strategies or supports.
Some conditions for which neuropsychological assessment can be particularly helpful that I have experience with include:
- Acquired brain injuries (such as traumatic injuries, strokes, or brain tumor resections)
- Genetic or neurodevelopmental disorders (such as Neurofibromatosis, Cerebral Palsy, or Spina Bifida)
- Neurological diseases or disorders (such as Epilepsy or other Seizure Disorders, Multiple Sclerosis)
- Neuropsychiatric conditions (such as PANS/PANDAS, Tourette's disorder)
- Attention-Deficit/Hyperactivity Disorder
- Complex Learning Disorders
Psychoeducational Assessment
What is a psychoeducational assessment?
A psychoeducational assessment typically involves assessment of an individual's general intellectual functioning and academic achievement. Depending on the exact nature of the difficulties the student is experiencing, assessment of additional components, such as emotional/behavioral functioning or adaptive functioning, might also be included.
What does it involve?
Psychoeducational assessment involves both direct and indirect components. A thorough review of the student's history (including medical and developmental history as well as academic history) is gathered through interviews with parents/caregivers, teachers, and the student themselves as well as through a review of any available records. Direct assessment of the individual's skills (general intellectual functioning, academic achievement, and possibly emotional/behavioral or adaptive functioning) is also completed. Once information is gathered, a report is written documenting the findings (including any diagnoses) and recommendations. This information is then shared directly with the individual (if age-appropriate) as well as parents/caregivers and members of the school team (if appropriate).
How long does it take?
While the exact amount of time varies by person. the direct testing usually takes a minimum of three hours to complete. Additional time is taken to review records, gather background information, interpret results, formulate diagnoses and/or recommendations, and write a report. Finally, time is taken to share the findings directly with those involved.
When is it helpful?
Psychoeducational assessments are helpful when there are questions regarding a student's learning (such as the possible presence of a learning disorder) or when there are questions about how emotional/behavioral functioning may be impacting learning.
A psychoeducational assessment may (or may not) result in specific diagnoses, but it should always provide information about how the student is processing information or learning as well as any possible factors impacting learning. This information then allows for specific recommendations to be made.
ADHD Assessment
What is ADHD Assessment?
This type of assessment is specifically directed at determining if the individual meets criteria for a diagnosis of an Attention-Deficit/Hyperactivity Disorder (ADHD).
What does it involve?
As ADHD is a behavioral diagnosis, assessment is completed by gathering information about the individual's past and current behavior with regard to attention and related difficulties (such as impulsivity or hyperactivity). In addition, as a neuropsychologist I find assessment of actual brain functioning is important when making this diagnosis. Therefore, testing for ADHD also includes direct assessment of the individual's ability to focus and sustain their attention.
How long does it take?
Assessment for ADHD involves both direct and indirect work. The standardized testing portion of the assessment usually takes about an hour. Additional time is needed for interviews, review of any documents, and the completion of questionnaires. A report is provided as is a meeting to review results and recommendations.
When is it helpful?
For children and adolescents, assessment is indicated when difficulties with attention, focus, impulsivity, or hyperactivity are impacting day-to-day functioning. This includes an impact on learning or classroom functioning as well as the individual's ability to engage in activities such as team or individual sports, group activities, or other extracurriculars.
Assessment for ADHD is not just for children. Lots of adults have difficulties with attention and focus that have been present since childhood but never formally identified. Finding out if you have ADHD as an adult can help you better understand current areas of difficulty as well as ways to best manage these. If attention, focus, impulsivity, and/or restless behaviors are interfering with daily life, an assessment would be helpful.
Adult ASD Assessments
What is ASD Assessment?
This type of assessment is specifically directed at determining if the individual meets criteria for an Autism Spectrum Disorder (ASD) diagnosis. At present, these assessments are only offered for individuals aged 18 years and older.
What does it involve?
Because ASD is a complex diagnosis, assessment involves several parts. Information is gathered about multiple aspects of the individual’s past and current functioning through interviews with the individual and (if possible) a family member or significant other. The individual also works independently with two clinicians (Dr. Pelletier, Neuropsychologist & Carey Pidhayeck-Stefishen, Speech-Language Pathologist) to complete standardized measures. They will also be asked to complete several questionnaires that look more specifically at social and emotional functioning or personality factors. For individuals where level of general intellectual or adaptive functioning needs to be documented, additional testing in that domain can be arranged.
To learn more about Carey, please see her information on the Continuum Psychology website
How long does it take?
Assessment for an ASD diagnosis involves both direct and indirect work. The in-person or direct portion of the assessment generally takes a half day. Additional time is needed to interview any collateral sources, review any documents, and review testing results. A report is written and a meeting is set to directly review the findings and recommendations with the individual.
Please note that at present, these assessments are available on a limited basis. Testing occurs on a Saturday with the debrief meeting occurring later the following week. Specific dates can be obtained by contacting Dr. Pelletier directly.
When is it helpful?
Seeking an ASD diagnosis as an adult may occur for a variety of reasons. You may want to understand yourself better, it may help you navigate for supports and resources or it may explain why certain social or work situations are difficult and frustrating. The benefits of receiving a diagnosis as an adult will be different for everyone. Benefits may include helping to explain and make sense of the past (difficulties making friends and developing relationships), empowering you to make the right decisions for what you need (saying ‘no’ to social invitations, structuring your life so it works for you), or assisting you in finding and receiving the right help when you need it.
If you think you may be an adult on the Autism spectrum, an assessment might be helpful to you.
Other Specialized Assessments
Giftedness
Assessments can be completed to determine if an individual is intellectually gifted, which involves assessment of general intellectual functioning (IQ). These assessments are typically needed for students to access specialized academic programming and as such, parents are encouraged to speak with their school to find out exactly what documentation is needed before having an assessment completed.
Intellectual Disability
Assessments can be completed to determine if an individual has an Intellectual Disability. This involves assessment of general intellectual functioning (IQ) as well as current adaptive functioning (that is, level of independence with day-to-day living skills). These assessments can be helpful for informing academic programming for school-aged children or adolescents as well as assisting with access to various community-based supports for older adolescents and adults.
Educuation
Consultation
I am available to provide consultation to individuals as well as to groups. Times when this might be helpful include understanding how to apply assessment results in a specific setting or situation or discussing what "next steps" might be for someone with a specific diagnosis.
Presentations
I enjoy sharing information with others and have had the opportunity to present on a variety of topics over the years. Past presentations have focused topics such as Learning Disorders, Intellectual Disability, ADHD, Learning and Memory, Executive Functioning, and Traumatic Brain Injury. Presentations can be anywhere from one to two hours in length. Please feel free to contact me directly for more details.
Inservices and Workshops
Longer or more in-depth presentations can be provided for groups via inservices or workshops. Over the years, I have had the opportunity to facilitate inservices or workshops jointly with others as well as on my own on a range of topics and for a variety of audiences. Please feel free to contact me for more details.