What To Expect

Neuropsychological Evaluation and Assessment in Detail

Heather F. Adams, Ph.D. Neuropsychology is a Wellesley-based private practice that focuses on neuropsychological evaluation, gifted assessment, individualized education program consultations, and IQ testing.

Our procedure involves three steps, which are:

Parents need to schedule an initial meeting of one and a half to two hours with Dr. Adams. For an appointment, you may call her office at (781) 235-2010 or email her at [email protected]. Children and adolescents do not need to attend this intake meeting. If the patient is a college student, he or she will attend the initial meeting either alone or with a parent

During the initial meeting, Dr. Adams will gather developmental history information about the patient. She will also seek to understand the parents’ current concerns, questions about their child, and the goals they are trying to accomplish with an evaluation. Parent goals may include:

  • Identify and understand the student’s learning style
  • Understand why the student is struggling in school
  • Gain help with school placement decisions
  • Determine the diagnostic clarification
  • Understand why the child is having social difficulties

At the initial parent meeting, a deposit will be paid with the remainder of the balance of the evaluation costs due on the first date of testing. Cash and personal checks are accepted. If you already have an appointment, please bring copies of prior testing or evaluations, school report cards, teachers’ comments, and an individualized education program or a 504 plan to the initial meeting:

The testing appointments occur after the initial meeting with the parents. The neuropsychological evaluation typically requires six to seven hours of testing. Typically, the procedure is completed in two days, but it may also be accomplished in one long day.

For the two-day option, the testing usually begins at 9 am each day and continues until about noon or 12:30 pm. The students will be given breaks during the testing sessions and they may bring snacks for them to eat. The testing includes various activities, such as working on paper and pencil tasks, block design tests, and answering questionnaires.

Some activities will remind the student of schoolwork, while other activities will require building or drawing. Most students enjoy the testing process. In addition to administering standardized tests, Dr. Adams will also make behavioral observations throughout the day and will interview the student.

Parents are asked to wait in the waiting room while their child is working, but you do not have to worry about being bored because there is a Wi-Fi connection available. Students can spend time with their parents in the waiting room during their breaks.

You may be wondering what parents should tell their child prior to the testing appointment. Keep it positive, simple, and brief. How much you explain depends on how much your child can understand.

It usually helps older children to explain that you are trying to understand a problem the child knows about, such as feeling worried, having difficulty in following directions, and struggling with writing. Dr. Adams will try to make things better by figuring out how parents and teachers can help.

In simpler terms, the evaluation will help you understand your child’s learning skills and development. Preschool or kindergarten-aged children may be told that they will be playing with toys and blocks, listening, and remembering games with Dr. Adams.

Approximately three weeks after the testing, Dr. Adams will meet with the parents for a feedback meeting. During the meeting, which may last from one and a half to two hours, she will give the completed report to the parents and she will review the evaluation results in further detail, discuss diagnostic information, and plan the next steps and recommendations.

The report will include developmental history, a description of current concerns, a detailed description of the test results, a diagnosis if applicable, strengths and weaknesses, and recommendations specific to the case of the child. The recommendations will include suggestions for educational support and planning, suggestions for improving a child’s behavior if appropriate, and suggestions for specific types of services or treatments.

During the feedback meeting, parents are encouraged to ask any questions they may have about their child and the evaluation.