Why Evaluate?

Neuropsychological and Neuropsychoeducational Evaluation can help provide you with many of the needed answers to the questions you may have and to others that you have not yet considered:

How can we make school and homework a less painful experience for my child?
Why does my child have to work many extra hours to complete the same work as his or her peers?
Why am I - or - why is my family member having such difficulty concentrating and focusing?
Is my (memory, speed or efficiency of thought, concentration/attention) problem getting worse?
Is my patient's condition improving, static, or progressively worsening. If so, what is the rate of the progression and what does this mean for my patientÕs functioning at school, work, or at home?
How might my job performance be impacted by my head injury?
What are my cognitive strengths and how can I use them to compensate better for my areas of difficulty?
What is the best teaching approach to use with this student / my child?
The neuroimaging results came back negative but my patient/client still is complaining of cognitive difficulties. Are the complaints reflecting a real neurological process or of some other origin?
Did my client sustain brain impairment in their accident and, if so, of what magnitude?
Do I or my child need accommodations ( IEP /504) to achieve success at work or school?
Am I eligable to receive accommodations for standardized testing such as the school entrance examinations, SAT, ACT, MCATs, LSATs, etc.?

These questions are amongst many of the reasons people seek or think about seeking neuropsychological/neuropsychoeducational evaluation, others include:

Difficulties with learning and school achievement, work performance, attention/concentration, organization, emotional regulation, self-monitoring and self-control ("behavioral issues"), and/or social functioning.
Suspected neurological impairment due to pregnancy/birth complications, developmental disorders, disease, traumatic brain injury, stroke, or cancer.
Changes in cognitive or emotional functioning, for example, in the efficiency of thinking skills or memory, and concerns that these changes may reflect a deteriorating condition, such as with Alzheimer's Disease and other dementias, exposure to toxic substances, or a change following a blow to the head such as with a sports-related concussion , a fall, or motor vehicle accident, or with a known traumatic injury to the brain (TBI).