Barry F. Skoff, Ph.D.- Clinical Neuropsychologist
978-354-2730- Dr.SkoffATbarryscoffphd.com
girl doing homework

 

 

Neuropsychological
Evaluation & Testing
Children•Teens•Young Adults

ADD, ADHD, LD, Attention deficit, Learning disability, Dyslexia, Executive Functions, Reading disability, Non verbal learning disability, Intellectual disability, Developmental disability, Asperger's Syndrome

 

What to Expect

My goal is to help children, adolescents and young adults reach their full potential.

I accomplish this with in-depth information about your child's cognitive, academic and social-emotional functioning, and recommending ways to optimize success in school and in life.

A neuropsychological evaluation provides a way to understand your child’s difficulties in certain areas, and leads to targeted strategies to help.

My evaluations begin with a description of your child’s unique strengths and weaknesses, and learning style.

Evaluations can help with differential diagnosis, when several diagnoses are being considered. They can also document your child’s need for services.

The Evaluation Process

Intake

Typically, I will schedule a brief (45 minutes to an hour) intake meeting with you to clarify what questions are being asked, and what services are needed. At this meeting we will also discuss payment options and fees. This meeting can sometimes be billed to insurance.

Testing

Testing is usually completed in one day. A comprehensive evaluation for an older student can take 5 or 6 hours. Parents should be available to take their child to lunch at noon.

The evaluation process includes interviews with you and your child and the completion of various checklists, as well as testing. While parents are not allowed in the room during testing, they are welcome to stay in the adjacent waiting room.

Making the Process Enjoyable

I strive to create a warm, relaxed and comfortable environment. Many children enjoy the tests, which may involve answering questions, memorization, and hands-on tasks such as drawing or constructing with blocks.

When academic tests such as reading and math are included, I explain to your child that these are not the same as tests in school, and they are not expected to know all the answers or complete every item.

I describe the tests to your child as a way to gain a better understanding of what things they are good at and what things they have more trouble with. I also explain that my goals include coming up with ideas for them, their parents and their teachers to make school more successful and easier, and not to add more work to their life.

Feedback Meeting

We schedule a feedback meeting to discuss the results of the evaluation and recommendations a week or so after the evaluation with parents and adolescents.

At this meeting, we discuss the results of the assessment:

  • Performance in various areas of functioning
  • Overall strengths and weaknesses, and
  • Results of behavior and symptom checklists completed by parents, teachers (for elementary school students), and the students themselves.

We discuss recommendations for interventions and support services at this time. A written report follows the feedback meeting.