CHILD NEUROPSYCHOLOGICAL EVALUATION
Dr. Baker conducts evaluations of children/adolescents ages 3-17 years old. The purpose of a
neuropsychological evaluation is to assess the child's functioning in various domains, including
intellectual, cognitive, academic, and emotional/behavioral functioning. Common reasons a child
may be referred for a neuropsychological evaluation include learning difficulties, attention
problems, emotional/behavior problems, developmental disability, and/or history of a neurological
illness (e.g., traumatic brain injury). Test results are used to determine a child’s strengths and
weaknesses in various domains with the goal of helping her/him to be more successful in school
and other settings. Should a diagnosis of a learning or psychological disorder be made, results can
help determine if the student qualifies for reasonable academic accommodations under the
Individuals with Disabilities Education Act (IDEA). The results of the evaluation are used to
develop treatment recommendations and potential interventions.
The following domains are typically assessed in a neuropsychological evaluation:
Evaluations typically involve a review of available records; interview of the parent/guardian, child,
school staff, and other professionals who are familiar with the child; and psychometric testing.
Children are provided with several breaks throughout the day, including a break for lunch. For
children with limited endurance and/or significant problems with attention/concentration, a decision
can be made to finish the evaluation on another day. Once the evaluation is completed, a report is
written which provides a summary of test results and recommendations. A feedback session is
scheduled to review the findings and recommendations with parents/guardians, as well as the child
(if desired). If the child would likely benefit from receiving accommodations within the school to
improve her/his performance and behavior, information about possible interventions can be
provided to the school and other professionals involved in the child’s care.
Dr. Baker provides parents/guardians with various resource materials (e.g., handouts, contact
information of professionals and services available in the area, etc.) that may improve the child’s
functioning. If a child could benefit from counseling/psychotherapy or cognitive retraining, Dr.
Baker may be able to provide brief interventions, and/or can provide a list of referral sources in
the area.
For information about the cost of a neuropsychological evaluation, see the "Payment/Scheduling"
page of this website.
POSSIBLE REASONS A CHILD/ADOLESCENT MAY
RECEIVE A NEUROPSYCHOLOGICAL EVALUATION
Attention Problems (e.g., ADHD/ADD):
Children with attention problems are also evaluated with a neuropsychological testing to determine
the specific problems that may underlie their attention difficulties. For instance symptoms of
inattention (e.g., distractibility, disorganization, difficulty sustaining attention) and/or
hyperactivity/impulsivity (e.g., restlessness, interrupting others in class, excessive talking, etc.) may
suggest an underlying Attention-Deficit/Hyperactivity Disorder (ADHD). However, Dr. Baker
attempts to rule out other problems that may resemble ADHD before making a diagnosis, and this
involves evaluating various domains related to cognitive, academic, and emotional/behavioral
functioning. He then develops specific treatment recommendations for improving the child’s
attention/concentration; reducing hyperactivity and impulsivity; and improving functioning in various
domains (e.g., academic performance, interpersonal relationships, etc.). Following the evaluation,
brief re-evaluations can be conducted to determine whether there has been improvement in areas
of difficulty/weakness as the result of specific interventions.
Learning Difficulties/Disorders:
For children experiencing learning difficulties, neuropsychological testing can be helpful for
clarifying the underlying reason(s) a child is experiencing these difficulties. For instance, children
with reading difficulties may have underlying problems related to phonological awareness
(awareness and access to the phonological structure of oral language), rapid naming (retrieval of
phonological information from long-term or permanent memory, and the ability to execute a
sequence of operations quickly and repeatedly), and/or reading comprehension. Dr. Baker
evaluates the child’s strengths and weaknesses to determine appropriate intervention strategies for
improving the child’s reading skills.
Similarly, children with problems related to arithmetic/math may experience problems related to
visual-spatial skills (e.g., writing out problems and carrying numbers), although these deficits may
not hinder math performance until later grades since earlier grades place less emphasis on complex
written math. Other children struggle with math because of limited math knowledge, and
subsequently benefit from drilling in math facts and concepts. Children may also experience
difficulties performing math story problems because of reading comprehension difficulties.
Neuropsychological testing can be used to determine the specific strengths and weaknesses
related to broad math skills, as well as other impairments (e.g., visual perceptual/spatial skills,
working memory, and planning skills) that may contribute to poor math performance. Test results
are used to develop specific recommendations for interventions and accommodations in school to
improve the child’s math skills and academic performance.
Finally, some children experience problems related to spelling and written expression, yet there are
various impairments that may contribute to these difficulties. Some children have problems with
hand graphomotor skills and demonstrate sloppy handwriting and/or slowed written production.
These children may benefit from participating in occupational therapy to improve their hand motor
skills. Dr. Baker also determines possible accommodations that may be beneficial for the child in
school (e.g., dictating homework and reports, note-taking services, etc.). Dr. Baker carefully
evaluates various problems that may underlie spelling/written expression disorders, including basic
spelling, written sentence/paragraph writing, hand graphomotor skills, and visual perceptual/spatial
skills.
Autism-Spectrum Disorders:
Children with pervasive developmental disorders (e.g., Asperger Syndrome, Autism) often
demonstrate significant problems with social functioning, inflexible thinking, adherence to routines,
and possibly language deficits. They often have difficulty coping with unstructured and highly
stimulating environments. Dr. Baker carefully explores the underlying problems that may be
contributing to these difficulties, and develops various recommendations and interventions for
improving the child’s functioning. These children often benefit from receiving accommodations
within school, and with permission from the child’s parents/guardians, Dr. Baker attempts to work
closely with school staff to facilitate communication about test results and recommendations.
Neurological Injury/Illness:
Neuropsychological testing can also be useful for children experiencing symptoms associated with
a neurological injury/illness. Children with a history of various neurological injuries (e.g.,
concussion, stroke, brain tumor, etc.) often have problems performing tasks that require rapid
information processing, attention/concentration (e.g., sustaining attention for longer periods of time,
distractibility, etc.), and learning/memory.
Nonverbal Learning Disability:
Children with Nonverbal Learning Disability (NLD) may have problems related to visual-spatial
skills, coordination, and social functioning. These children are often at risk for academic problems
related to reading comprehension, written math calculations, and written expression (particularly in
higher grades). Neuropsychological testing is very useful for diagnosing this disorder, as well as
developing recommendations for improving the child's functioning in academic, social, and other
domains.
Emotional Distress and Psychiatric Disorders:
Children experiencing increased anxiety, depression, or other symptoms often demonstrate
reduced cognitive functioning (e.g., inattention, difficulties retrieving learned information, slowed
responding, etc).
Dr. Baker conducts evaluations of children/adolescents ages 3-17 years old. The purpose of a
neuropsychological evaluation is to assess the child's functioning in various domains, including
intellectual, cognitive, academic, and emotional/behavioral functioning. Common reasons a child
may be referred for a neuropsychological evaluation include learning difficulties, attention
problems, emotional/behavior problems, developmental disability, and/or history of a neurological
illness (e.g., traumatic brain injury). Test results are used to determine a child’s strengths and
weaknesses in various domains with the goal of helping her/him to be more successful in school
and other settings. Should a diagnosis of a learning or psychological disorder be made, results can
help determine if the student qualifies for reasonable academic accommodations under the
Individuals with Disabilities Education Act (IDEA). The results of the evaluation are used to
develop treatment recommendations and potential interventions.
The following domains are typically assessed in a neuropsychological evaluation:
- Various forms of intelligence (e.g., verbal and nonverbal abilities)
- Academic skills (e.g., basic reading, reading comprehension, spelling, written
- Learning and memory (both verbal and visual; important for learning academic material)
- Attention/concentration
- Language abilities (including phonological processing that contributes to reading and
- Information processing speed
- Visual-spatial skills
- Problem-solving skills
- Sensory and motor skills
- Emotional/behavioral functioning
Evaluations typically involve a review of available records; interview of the parent/guardian, child,
school staff, and other professionals who are familiar with the child; and psychometric testing.
Children are provided with several breaks throughout the day, including a break for lunch. For
children with limited endurance and/or significant problems with attention/concentration, a decision
can be made to finish the evaluation on another day. Once the evaluation is completed, a report is
written which provides a summary of test results and recommendations. A feedback session is
scheduled to review the findings and recommendations with parents/guardians, as well as the child
(if desired). If the child would likely benefit from receiving accommodations within the school to
improve her/his performance and behavior, information about possible interventions can be
provided to the school and other professionals involved in the child’s care.
Dr. Baker provides parents/guardians with various resource materials (e.g., handouts, contact
information of professionals and services available in the area, etc.) that may improve the child’s
functioning. If a child could benefit from counseling/psychotherapy or cognitive retraining, Dr.
Baker may be able to provide brief interventions, and/or can provide a list of referral sources in
the area.
For information about the cost of a neuropsychological evaluation, see the "Payment/Scheduling"
page of this website.
POSSIBLE REASONS A CHILD/ADOLESCENT MAY
RECEIVE A NEUROPSYCHOLOGICAL EVALUATION
Attention Problems (e.g., ADHD/ADD):
Children with attention problems are also evaluated with a neuropsychological testing to determine
the specific problems that may underlie their attention difficulties. For instance symptoms of
inattention (e.g., distractibility, disorganization, difficulty sustaining attention) and/or
hyperactivity/impulsivity (e.g., restlessness, interrupting others in class, excessive talking, etc.) may
suggest an underlying Attention-Deficit/Hyperactivity Disorder (ADHD). However, Dr. Baker
attempts to rule out other problems that may resemble ADHD before making a diagnosis, and this
involves evaluating various domains related to cognitive, academic, and emotional/behavioral
functioning. He then develops specific treatment recommendations for improving the child’s
attention/concentration; reducing hyperactivity and impulsivity; and improving functioning in various
domains (e.g., academic performance, interpersonal relationships, etc.). Following the evaluation,
brief re-evaluations can be conducted to determine whether there has been improvement in areas
of difficulty/weakness as the result of specific interventions.
Learning Difficulties/Disorders:
For children experiencing learning difficulties, neuropsychological testing can be helpful for
clarifying the underlying reason(s) a child is experiencing these difficulties. For instance, children
with reading difficulties may have underlying problems related to phonological awareness
(awareness and access to the phonological structure of oral language), rapid naming (retrieval of
phonological information from long-term or permanent memory, and the ability to execute a
sequence of operations quickly and repeatedly), and/or reading comprehension. Dr. Baker
evaluates the child’s strengths and weaknesses to determine appropriate intervention strategies for
improving the child’s reading skills.
Similarly, children with problems related to arithmetic/math may experience problems related to
visual-spatial skills (e.g., writing out problems and carrying numbers), although these deficits may
not hinder math performance until later grades since earlier grades place less emphasis on complex
written math. Other children struggle with math because of limited math knowledge, and
subsequently benefit from drilling in math facts and concepts. Children may also experience
difficulties performing math story problems because of reading comprehension difficulties.
Neuropsychological testing can be used to determine the specific strengths and weaknesses
related to broad math skills, as well as other impairments (e.g., visual perceptual/spatial skills,
working memory, and planning skills) that may contribute to poor math performance. Test results
are used to develop specific recommendations for interventions and accommodations in school to
improve the child’s math skills and academic performance.
Finally, some children experience problems related to spelling and written expression, yet there are
various impairments that may contribute to these difficulties. Some children have problems with
hand graphomotor skills and demonstrate sloppy handwriting and/or slowed written production.
These children may benefit from participating in occupational therapy to improve their hand motor
skills. Dr. Baker also determines possible accommodations that may be beneficial for the child in
school (e.g., dictating homework and reports, note-taking services, etc.). Dr. Baker carefully
evaluates various problems that may underlie spelling/written expression disorders, including basic
spelling, written sentence/paragraph writing, hand graphomotor skills, and visual perceptual/spatial
skills.
Autism-Spectrum Disorders:
Children with pervasive developmental disorders (e.g., Asperger Syndrome, Autism) often
demonstrate significant problems with social functioning, inflexible thinking, adherence to routines,
and possibly language deficits. They often have difficulty coping with unstructured and highly
stimulating environments. Dr. Baker carefully explores the underlying problems that may be
contributing to these difficulties, and develops various recommendations and interventions for
improving the child’s functioning. These children often benefit from receiving accommodations
within school, and with permission from the child’s parents/guardians, Dr. Baker attempts to work
closely with school staff to facilitate communication about test results and recommendations.
Neurological Injury/Illness:
Neuropsychological testing can also be useful for children experiencing symptoms associated with
a neurological injury/illness. Children with a history of various neurological injuries (e.g.,
concussion, stroke, brain tumor, etc.) often have problems performing tasks that require rapid
information processing, attention/concentration (e.g., sustaining attention for longer periods of time,
distractibility, etc.), and learning/memory.
Nonverbal Learning Disability:
Children with Nonverbal Learning Disability (NLD) may have problems related to visual-spatial
skills, coordination, and social functioning. These children are often at risk for academic problems
related to reading comprehension, written math calculations, and written expression (particularly in
higher grades). Neuropsychological testing is very useful for diagnosing this disorder, as well as
developing recommendations for improving the child's functioning in academic, social, and other
domains.
Emotional Distress and Psychiatric Disorders:
Children experiencing increased anxiety, depression, or other symptoms often demonstrate
reduced cognitive functioning (e.g., inattention, difficulties retrieving learned information, slowed
responding, etc).
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