General information about our Assessment Process

A neuropsychological assessment is a thorough and detailed process that involves obtaining information from a variety of different sources.  Each assessment is tailored to address the specific referral issue and to meet the specific needs each child, adolescent and adult. A neuropsychological evaluation usually includes an interview with parents about the child's history, in addition to observation, interview and assessment of the child. Parents and classroom teachers will often be asked to complete questionnaires about the child's behaviour and functioning in different environments. Parents are usually not in the room during testing, although they may be present with very young children. The school will also be contacted to verbally discuss any specific issues or observations that are observed or reported during the interview or assessment. Please note, if your child has had previous school testing, an individual educational plan, or has related medical records, please bring or send this information to the Neuropsychologist for review prior to the first appointment.

Our assessment process includes:

  • Completion of one or more questionnaires (Parents and Teachers) prior the child’s appointment.
  • Completion of a developmental history interview involving the child’s parents and the clinician [Appointment One]
  • Completion of a range of assessment tasks involving the child and the clinician [Appointment One, Two and Three]
  • A feedback session in which the clinician provides a detailed explanation of the assessment results to the parents [Appointment Four]
  • A detailed report is sent to the parents, school and referrer detailing all of the assessment results, findings and recommendations.

Most children and adolescents find the assessment an enjoyable and interesting process.

What will the results tell me?

By examining your child's performance on the assessment tasks, the neuropsychologist can:

  • Identify and diagnose the existence of neurodevelopmental, acquired, neurological or medical problems including autism, epilepsy, ADHD and learning disabilities. Assessments can also be useful to establish a baseline of ability to document recovery or improvement after an intervention has been put in place.
  • Identify and understand why your child is having difficulties at school. Different conditions present with different patterns or strengths and weaknesses.
  • Design and develop a specific intervention plan to suit your child's cognitive and behavioural profile. This will ensure that any strategies that are implemented will help to improve the development and progress of your child's abilities.
  • Allow better understanding of the child's functioning for the family, school and other medical or allied health professional working with the child.