That is, it is important to know a person’s strengths and weaknesses to fully understand test performance. For example, most test scores for a very well-educated person tend to be above average for their normative group. For these persons, a score in the average range might indicate a significant weakness and sign of a problem. In contrast, for a high school graduate Report writing and format Neuropsychological reports are a thorough synthesis of a wide array of information, including referral question, history of the presenting problem, review of records, behavioral observations, test results, conclusions, diagnoses, and recommendations. Patients are referred for neuropsychological evaluations because they have complicated presentations. The neuropsychologist may be one of the first persons to pull together a complete history, take a careful and deep look at current functioning, provide diagnostic information, and make Feedback session The last component of the evaluation is a feedback session with the patient, and it is preferable if an informant also is present, whether it is a family member, close friend, or professional caregiver. The informant is important because a lot of information is provided during a feedback session, which can be hard for one person to digest. Thus, it is good to have a second person to listen, learn, and be available to the patient to discuss findings and recommendations later on. During the feedback session, the neuropsychologist explains the cognitive and social-emotional strengths and weaknesses that were revealed in the evaluation and how these relate to Patient education and preparation Participating in a neuropsychological evaluation can be a big financial and/or time commitment. Many patients do not know what a neuropsychological evaluation is. It is useful if patients are provided with adequate information as to why a neuropsychological evaluation is being sought and the potential benefits and limitations of the evaluation, as well as the time commitment involved. Assessments work best when patients are active collaborators in the process, and enlisting their participation is critical to success. Often patients come to an evaluation with little knowledge about why they are there or Chapter summary Neuropsychological evaluations provide an in-depth assessment of current cognitive and emotional functioning. They are lengthy evaluations that produce a wealth of data. Neuropsychologists obtain a thorough history and background, administer many tests of cognition and emotion, interpret test scores using across- and within-person comparisons, write a thorough report to address the referral question(s), provide recommendations, Introduction Neuropsychologists assist in the diagnosis and treatment planning of children with a wide range of disorders. Typically, neuropsychologists work with children aged 5 and older, but in rare circumstances the patient could be younger. One reason that it is best to work with children aged 5 or 6 and older is that there are more neuropsychological tests that are available for children at these ages, whereas the testing options are more limited for younger children (Baron, 2004). Additionally, the test- taking situation is somewhat more familiar to school-age children than to preschoolers. Common referral questions for children pertain to ADHD, specific learning disorder, and autism spectrum disorders. These are all conceptualized as developmental disorders with neurologic involvement and are categorized as neurodevelopmental disorders in the Diagnostic and Statistical Manual, 5th ed. ( DSM-5 ; American Psychiatric Association [APA], 2013).
with average intelligence, an average test score would not suggest any problem or be cause for concern. Thus, deciding whether scores might be impaired requires dual consideration of how persons performed relative to the most appropriate normative group but also how they are performing on a task relative to their own individual abilities. treatment recommendations. This can be an extremely useful process for everyone involved. Often test scores are appended to reports. The length of some neuropsychological reports may be overwhelming or cumbersome to referral sources and patients who are looking for a concise answer to a diagnostic or treatment question. An assessment of medical provider referral sources indicated that the conclusions, list of diagnoses, and recommendations sections are most useful (Postal et al., 2018). diagnosis. However, feedback is not a one- sided conversation; the neuropsychologist also checks in with the patient and caregiver to see if the findings make sense to them and if they are consistent with what they have experienced in their day-to- day lives at home or at work/school. The feedback session can help people make sense of their presenting problems (Postal & Armstrong, 2013). Feedback addresses the referral question and recommendations in an active give-and-take conversation with the patient and caregiver. At the end and when appropriate, the patient is given a copy of the report to take home to read. Thus, feedback is provided in verbal and written formats. what will happen. To assuage anxiety, neuropsychologists spend time at the beginning of an evaluation educating patients about the evaluation process and why and how it can be meaningful to them. More education about psychological assessment and time to build rapport may be needed for patients from racial or cultural backgrounds that have been historically maltreated or suffered disparities in healthcare access (Fujii, 2018). The time that is invested in education and building trust is critical for a successful evaluation. and give verbal and written feedback to the patient. The process is enhanced if referral questions are specific and target diagnostic, treatment, and rehabilitation issues. The process also is enhanced by thoughtful attention to multicultural issues and enlisting patient participation. Neuropsychological reports can be long and the conclusions and recommendations sections are most useful to referral sources.
CHAPTER 4: COMMON DISORDERS IN PEDIATRIC NEUROPSYCHOLOGY
Evaluations for ADHD, specific learning disorder, and autism spectrum disorders are described below. Concerns about psychopathology, such as depressive disorders and anxiety disorders, are not usually the primary reason for a neuropsychological referral; however, these psychiatric disorders are often comorbid with the developmental disorders listed above and can exacerbate symptoms and further impair functioning. Thus, assessment of emotional functions and psychopathology is a core feature of all neuropsychological evaluations.
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Book Code: SWUS1524
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