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A Parent’s Guide to the Differences Between a Psychoeducational and a Neuropsychological Evaluation, by Lindsay Whitman, Ph.D., Pediatric Neuropsychologist

?? April 23, 2012#!28Tue, 09 Feb 2021 04:56:18 -0800p1828#28Tue, 09 Feb 2021 04:56:18 -0800p-4-08:002828-08:00x28 09am28am-28Tue, 09 Feb 2021 04:56:18 -0800p4-08:002828-08:00x282021Tue, 09 Feb 2021 04:56:18 -0800564562amTuesday=3560#!28Tue, 09 Feb 2021 04:56:18 -0800p-08:002#9#!28Tue, 09 Feb 2021 04:56:18 -0800p1828#/28Tue, 09 Feb 2021 04:56:18 -0800p-4-08:002828-08:00x28#!28Tue, 09 Feb 2021 04:56:18 -0800p-08:002#???


?? ?????? usually includes an assessment of a child’s social history, intellectual abilities, and basic academic skills (reading, mathematics, spelling) as well as a psychological screening. A psychoeducational evaluation typically includes 2-4 hours of formal testing, depending on the school and/or individual approach of the clinician. The results of this type evaluation usually provide enough information to identify specific learning disabilities/differences as well as to pick up on clear psychological distress that is affecting a child’s functioning. A psychoeducational evaluation ??? ????????????????????????????????????????????/????????????????????????????????????????????????

?? ??????? includes a detailed investigation of a child’s developmental, medical, social, and psychological history and an extensive testing battery that examines a child’s intellectual, academic, attention, executive functioning, language, visuospatial, visuoconstructional, memory, and fine motor skills. A detailed investigation of a child’s psychological/social functioning that includes both a clinical interview and a series of standardized parent, teacher, and self-report measures (if appropriate) is completed. This type of evaluation typically includes anywhere from 6 to 12 hours of testing. For many children, the inclusion of a direct classroom observation period is ideal and should be provided. The results of a neuropsychological evaluation are intended to identify not merely any intellectual or learning differences, but also any other cognitive or psychological difficulty that may be contributing to a child’s profile (e.g., language disorder, fine motor difficulties, attention problems). Data obtained in a neuropsychological evaluation will provide the information needed to generate a very comprehensive description of the child's learning and support needs. This description should be used to identify the specific learning/therapeutic interventions that will work best to support the explicit needs of the child.

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