What Is Neuropsychological Assessment and Its Emotional Benefits?

Have you witnessed that your child is struggling to perform better in school? Have you witnessed that your child is having learning difficulties? Is your child having issues regarding paying attention or staying focused? Is there a past linked to behavior issues or deficiency of social skills?

What Is Neuropsychological Assessment and Its Emotional Benefits?

In this case, the reason behind the neuropsychological assessment is centered around understanding the link between behavior and the brain. Individuals could find it difficult to pay attention due to the changes in the brain, process and memorize information, or take care of issues. There could be adverse effects on behavioral, cognitive, and social-emotional processes due to the changes in the brain

Why Do People Look for Neuropsychological Assessment?

There are several reasons for seeking neuropsychological assessments.  

  • Possibly your child’s school fairly asked for neuropsychological assessment.
  • Perhaps you’re getting signal instinctively that something isn’t right about your child.
  • Possibly your keen child needs to know the reason behind their below average results despite every possible effort.

Irrespective of the reason you look for neuropsychological assessment, people frequently forget one of the most significant elements of this assessment: that your child would now be able to understand themselves better.

Particularly in the case when students become older and create expanding autonomy, occasionally, there may be risky inclination to associate academic disappointment with key personality imperfections. 

Coming up short on some other information to clarify them of their foolish convictions, kids and teenagers will frequently point their academic disappointments (and in the specific unsafe instance of overachieving students, their academic non-A’s) to an extensive statement and fiercely wrong speculation about their general brilliance. 

As a result, the mentality could turn into an unbelievably damaging attitude for creating minds to adopt, as they promptly incorporate misinformed sentiments of insufficiency into their already fragile and profoundly pliable feeling of self.

Take the Following into Account

  • A sixth-grade student without being diagnosed their writing difficulties gets a C-. On the other hand, their friend, who spent very less time and energy, got an easy B+.
  • An eighth-grade student without being diagnosed reading difficulties states, “why can’t I read as that seventh-grader? I’m such so stupid.”
  • A growing junior, anxiously envisioning the SATs, states, “How was Steve able to complete the math sections so quick?! I now realize that I’m terrible at math. Steve doesn’t even do his homework…” 

As soon as students are allowed to genuinely get to know themselves and their abilities, as they are in the wake of reviewing neuropsychological findings, they can all the more precisely point their challenges and adopt their qualities. Being aware that there are genuine explanations behind these challenges can be very validating, and give students the responsibility of their performance.

As soon as students are aware of their learning, their keen questions can be replied. Their instabilities can be given setting. Their qualities are discovered. Repeat: their qualities are discovered. At the point students are equipped with the knowledge, we are giving them knowledge; as soon as the student is supplied with information about themselves, we are empowering them. 

Moreover, emotional related advantages are beyond from uniform (younger kids, for instance, who have had less time to build up the unhappy feelings of deficiency and failure that frequently bring learning disorders, will probably discover assessment discoveries less productive), there is a possibility to be thoughtful. 

It is significant that families take into account the emotional advantages that are associated with neuropsychological assessments and benefit to their confused children, looking for answers without knowing the questions.

A Neuropsychological Evaluation Possibly Will Be Useful in Case

  • An identified or supposed issue associated with neurological, for example, ADHD (Attention Deficit Hyperactivity Disorder)
  • Auditory Processing Disorder 
  • Autism
  • An identified or supposed learning issue regarding reading, arithmetic, or potentially writing
  • Negligible advancement toward academic objectives
  • A surprising decrease in academic or cognitive functioning
  • The necessity to get baseline testing 
  • Screen progress during therapeutic intercessions
  • Screen progress on account of a decrease in functioning in the areas of memory, attention, executive functioning 
  • Brain damage because of ongoing or past head injury, a stroke, or a disease of the brain 

In the case of neuropsychological evaluation, it is customized according to the individual’s needs and developmental level. A range of techniques and sources are utilized to obtain information to control intercession planning. 

In most cases, the evaluations incorporate changing, family, and medical backgrounds; past assessments, school records, and work samples; and formal testing.

In the Case of Formal Testing, There Are Following Elements

  • Intellectual or Cognitive behaviors
  • Academic abilities
  • Learning and Memory 
  • Focus abilities
  • Executive functioning
  • Language abilities 
  • Motor abilities 
  • Visual-spatial abilities 
  • Social abilities 
  • Adaptive behaviors

As soon as the neuropsychological testing is finished, a detailed evaluation is composed. After that, assessor meets face to face to give an input session to go over the evaluation findings and answer the inquiries. 

In that session, you will be given a copy of the comprehensive assessment, which describes the child’s qualities and shortcomings and gives particular suggestions for accommodations and/or intercessions. 

Author’s Bio: Rahul W obtained a bachelor’s degree in chemistry and a PhD degree in Psychology/Biopsychology before completing postdoctoral fellowships in Neurobiology and Neurophysiology. In 2015, he started working as an Assistant Professor of Psychiatry. Moreover, he likes to dedicate his time helping people search neuropsychological evaluation for child near me through his writing pieces.

Spread the love

Article Author Details

Erin Keller

Erin Keller is the mother of three boys aged 1 four, 1 three, 1 one, and 1 girl four years old. She currently resides in Fairfield but was brought up in Cincinnati, Ohio, where she also completed her B.A. in Business Economics in 2003. Erin has been very involved with her kids, trying to balance work and life since 2011. Her experience with her kids provided her exciting content for her blog. The blog is Erin’s passion and an ongoing effort of a mom with four kids.