top of page

What is a Neuropsychological Evaluation?

Neuropsychological evaluation involves assessing and understanding one’s overall functioning using noninvasive, comprehensive, clinical methods.  The evaluation helps to identify a person’s neurocognitive strengths and weaknesses and explain how these impact the individual in:


  • School

  • The workplace

  • Personal and family relationships

  • Social situations


Once the problem is accurately understood, effective solutions can be pursued.  Information for developing personalized treatment strategies can be obtained through assessment in the following areas: 


  • Aptitude

  • Academic achievement

  • Abstract reasoning

  • Concept formation

  • Attention

  • Concentration

  • Auditory perception

  • Discrimination skills

  • Emotional functioning

  • Language skills

  • Memory

  • Motor function - speed, strength, coordination

  • Psycho-motor problem solving skills

  • Organizational skills

  • Tactile perceptual functions

  • Visuospatial functions


Neuropsychological assessment is highly effective in diagnosing and planning treatment for concerns which may include:


  • Depression and Anxiety

  • Attention Deficit Hyperactivity Disorder

  • Specific learning Styles

  • Learning Disabilities

  • Autism Spectrum Disorders

  • Personality and Behavior Disorders

  • Head Injury (Traumatic Brain Injury)

  • Stroke

  • Alzheimer's Disorder

  • Memory Difficulties

  • Substance Abuse

  • Toxic Exposure

What is an Autism Spectrum Disorder (ASD)?

ASD is a biologically based developmental condition.  Although estimates vary, it is considered that approximately 1 in 59 children born today may have an Autism Spectrum Disorder.

Signs and Symptoms

The following are some of the signs and symptoms or behaviors that may be present with an individual with an autism spectrum disorder:


  • Difficulty in developing peer relationships

  • Lack of back and forth or give and take in social interactions

  • Use of rather scripted or repetitive speech

  • Poor eye contact

  • Underactive or overactive imagination

  • Need for sameness and experiences stress with changes in routine

  • A “stickler” for rules

  • Intense interests which dominate conversations and “turn others off”

  • Clumsiness in motor activities 

  • Difficulty in interpreting others’ body language and understanding others’ emotions

  • Tendency toward literal or concrete thinking

  • Difficulty in understanding humor or sarcasm

  • Odd behaviors or mannerisms

  • Sensory sensitivities such as to sounds, touch, smells and certain tastes

  • Remarkable honesty

  • Delay in the development of skills involving persuasion, compromise and conflict resolution

  • Not knowing when something may cause embarrassment for another

  • The presence of anxiety and/or depression

  • Resistance to or discomfort in being hugged

ADHD Checklist

  • Fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities

  • Has difficulty sustaining attention in tasks or play activities

  • Does not seem to listen when spoken to directly

  • Does not follow through on instructions  and fails to finish schoolwork, chores or duties in the workplace (not due to oppositional behavior or failure to understand instructions)

  • Has difficulty organizing tasks and activities

  • Avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)

  • Loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books or tools 

  • Is often easily distracted  by extraneous stimuli

  • Is often forgetful in daily activities

  • Fidgets with hands or feet or squirms in seat

  • Leaves seat in classroom or in other situations where remaining seated is expected

  • Runs about or climbs excessively in situations where it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)

  • Has as difficulty playing or engaging in leisure activities quietly.

  • Is often "on the go" or often acts as if "driven by a motor"

  • Talks excessively

  • Blurts out answers before questions have been completed

  • Has difficulty awaiting turn

  • Interrupts or intrudes on others (e.g., butts into conversations and games)

Potential Treatment Strategies for ASD

Treatment strategies are available to lessen the impact of difficulties associated with an autism spectrum disorder and enable the individual to reach their full potential.  These strategies can include (depending on the individual’s age, developmental levels and specific areas of need):

  • Parent and teacher education

  • Structured social skills programs

  • Speech and language therapy focusing on social pragmatic skills

  • Video-modeling and role play

  • “Gentle teaching” throughout the school day of social pragmatic and Theory of Mind skills

  • Applied Behavioral Analysis

  • Development of an appropriate Individualized Educational Program (IEP)

  • Sensory integration therapy

  • Direct coaching regarding executive functioning skills

  • Assertiveness training

  • Teaching of stress reduction techniques

  • Teaching of self-awareness skills and emotional and physical regulation needed for learning

  • Preparation for transition to college

  • Counseling regarding employment related matters and accommodations 


Prior to the development of a customized plan of intervention, evaluation and assignment of appropriate diagnosis (if applicable) is essential. Within an evaluation core areas of an autism spectrum disorder will be evaluated which include Theory of Mind skills (being able to understand things from another person’s perspective), central coherence (being able to understand the “big picture”), and executive functioning skills (organization and planning abilities, time management and prioritizing, working memory, and understanding of complex or abstract concepts). 

In addition, cognitive functioning, academic skills, attentional ability, neuropsychological and emotional functioning will also be evaluated in order to consider appropriate strategies for intervention.

bottom of page