Comprehensive and professional neuropsychological evaluations
Helping individuals and families achieve their goals
FAQ
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What is clinical neuropsychology?
What is a pediatric neuropsychologist?
What does a neuropsychological evaluation involve?
How is a neuropsychological evaluation different from a school-based evaluation?
Why might your child be referred for a neuropsychological evaluation?
What if my child has recently been evaluated by their school or another provider?
How to prepare for your upcoming evaluation?
What is a Good Faith Estimate?
Clinical neuropsychology is a specialty practice within the field of clinical psychology that focuses upon the understanding of brain behavior relationships, such as how behavior and cognitive skills relate to medical and developmental conditions and brain structures.
A pediatric neuropsychologist is a licensed psychologist with a doctoral degree in psychology and specialty training within pediatric neuropsychology. Pediatric neuropsychologists focus on consultation and assessment services for children, adolescents, and young adults with suspected cognitive concerns (e.g., attention, reasoning, problem-solving, language, as well as learning and memory) with associated medical illness, traumatic brain injury, and neurodevelopmental disorders impacting the central nervous system.
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Specialty areas include: epilepsy, hematology, oncology/neuro-oncology, traumatic brain injury/concussion, stroke, cerebral palsy, genetic syndromes, prenatal exposure to neurotoxins, pre/post-surgical evaluations for kidney transplant, developmental delay, autism spectrum disorders, specific learning disabilities (e.g., dyslexia, dysgraphia, dyscalculia), and attention-deficit/hyperactivity disorder.
A neuropsychological evaluation focuses on the assessment of thinking, behavior, as well as social-emotional functioning. Each evaluation begins with a clinical interview with the patient and their family. The evaluation includes use of standardized assessments and procedures, and may include a combination of paper/pencil and computer-based tasks. The examiner works directly with each patient in a quiet, non-distracting environment.
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Neuropsychological evaluations may assess the following domains:
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Intellectual functioning (IQ)
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Attention and concentration
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Executive functioning (e.g., planning, problem-solving, and organization)
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Language and communication
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Learning and memory
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Academic skills
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Fine-motor functioning
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Visuoperception and visuospatial reasoning
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Social functioning
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Emotional and behavioral functioning
This information is then integrated with clinical history, behavioral observations, and collateral informant reports to formulate diagnostic impressions and resulting recommendations. The evaluation report used to inform treatment planning and to determine the need for additional interventions and/or services. Dr. Moreau-O’Donnell works collaboratively with referring providers, parents/families, and schools to help each patient achieve their full potential.
School-based evaluations, often referred to as psychoeducational or educational assessments, evaluate a student’s functioning as it relates to the educational environment and if there are barriers limiting the individual’s ability to participate in the general educational setting. These evaluations are often focused on a specific eligibility category (e.g., Specific Learning Disability, Language Impairment, etc.) and used to determine if a student qualifies for special education services, gifted programming, as well as allied health therapies within the school environment, such as speech/language intervention, occupational therapy, and physical therapy.
There is some overlap in the assessment measures used in school-based and neuropsychological evaluations. However, the focus of a neuropsychological evaluation is to clarify areas of strength and weakness as well as to determine if other factors, such as social, emotional, and behavioral concerns, are impacting an individual’s functional abilities. Evaluations are focused on addressing specific referral questions and primary concerns of caregivers and treating providers.
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They have an underlying medical condition that impacts learning and development (e.g., epilepsy, traumatic brain injury/concussion).
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They have undergone treatment that could impact neurocognitive development (e.g., chemotherapy, removal of a brain tumor).
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There are concerns with attention, impulse control, and restlessness.
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They demonstrate difficulties with reasoning, organization, and problem-solving.
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There are concerns with social, emotional, and behavioral functioning.
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They are not responding to formal interventions.
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There is a discrepancy between suspected ability and ones demonstrated performance.
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Complete all registration, consent, and history forms via the patient portal. Dr. Moreau-O’Donnell will send a link to access the portal shortly after scheduling the evaluation.
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Tell your child they will be playing thinking games, such as puzzles, building with blocks, brain teasers, and pencil/paper tasks. Please reassure your child the testing is not physically painful and that they will not be receiving shots.
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Get a good nights rest the night before your scheduled appointment.
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Eat a healthy breakfast.
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Given the longer duration of the evaluation, bring snacks and drinks to have during breaks. Patients will also have a 1-hour lunch break.
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Wear/bring eyeglasses and hearing aids.
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Take your medication(s) as you usually do and bring a list of all current medications.
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Bring insurance card and picture ID.
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Bring copies of relevant records, such as IEP, prior testing reports, and OT/PT/Speech therapy notes.
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If your child asks why they have to do an evaluation, you can explain that this type of testing helps identify what they do best and what is harder for them, which will help Dr. Moreau-O’Donnell identify strategies and supports that may be helpful in improving functional abilities.
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Under Section 2799B-6 of the Public Health Service Act, health care providers and health care facilities are required to inform individuals who are not enrolled in a plan or coverage or a Federal health care program, or not seeking to file a claim with their plan or coverage both orally and in writing of their ability, upon request or at the time of scheduling health care items and services, to receive a “Good Faith Estimate” of expected charges.
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You have the right to receive a “Good Faith Estimate” explaining how much your medical care will cost.
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Under the law, health care providers need to give patients who do not have insurance or who are not using insurance, an estimate of the bill for medical items and services.
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You have the right to receive a Good Faith Estimate for the total expected cost of any non-emergency items or services. This includes related costs like medical tests, prescription drugs, equipment, and hospital fees.
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A Good Faith Estimate will be provided in writing at least 1 business day prior to appointment. You can also ask your health care provider, and any other provider you choose, for a Good Faith Estimate before you schedule an item or service.
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If you receive a bill that is at least $400 more than your Good Faith Estimate, you can dispute the bill.
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Make sure to save a copy or take picture of your Good Faith Estimate.
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For questions or more information about your right to a Good Faith Estimate, visit www.cms.gov/nosurprises.
A neuropsychological evaluation may be recommended shortly after a school-based or focused clinical evaluation for a number of reasons. Reasons for such a referral may include determining what other factors, such as underlying neurocognitive or psychological, that may be contributing to the ongoing difficulties. Some parents and families choose to seek a second opinion due to concern with the accuracy of the obtained test data and subsequent diagnoses. It is also common for children and adolescents to be followed over time and to undergo re-evaluation ever 1 to 2 years. Such evaluations assess the individual's response to treatment and/or intervention as well as monitor the individual’s functional abilities as skills emerge and expectations change throughout the developmental period.