Neuropsych Evaluations

A neuropsychological evaluation includes much more than a battery of tests. Specialized training in neuroanatomy and brain-behavior relationships allows a neuropsychologist to review and interpret more than just "scores."

 

A neuropsychologist seeks to determine the specific neurocognitive and psychosocial strengths-weaknesses profile for each individual. Such a comprehensive review is most helpful in informing learning styles, treatment needs, and responses to services/interventions received.
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Dr. Richie personally performs all phases of the evaluation. Personalized, qualitative review of the patient's presentation/performance by the neuropsychologist is vital to case conceptualization, resulting in the most comprehensive assessment of the concerns that prompted the need for evaluation.

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Typical reasons for referral include:

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• learning differences (particularly dyslexia and dysgraphia)

• executive dysfunction/ADHD

• Autism Spectrum Disorder

• developmental delays despite therapies (particularly for children with a history of fetal exposure to teratogens)

• neurocognitive problems associated with neurological disorders (e.g., TBI, epilepsy, encephalitis, stroke)

 

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Dr. Richie's evaluations review the following domains as part of a comprehensive evaluation (tailored to each individual's needs):

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• Intellectual ability (comprehensive IQ measures including WISC-V and WAIS-IV)

• Academic achievement (WIAT-4) for all domains plus fluency and Dyslexia Index when applicable

• Language processing (expressive, receptive, written) and auditory comprehension

• Fine motor dexterity/coordination and visuomotor integration (visuomotor construction and reproduction)

• Visual-perceptual and visual-spatial skills

• Memory – processes including encoding, consolidation/storage, retrieval (spontaneous & cued) for verbal and visual information

• Attention regulation (focused, shifting, sustained) and executive functions like working memory, processing speed, organization/planning, problem-solving/reasoning, cognitive-behavioral flexibility/set shifting, impulse control/response inhibition, task persistence/sustained vigilance, active task monitoring, and initiation/modulation of activity for task completion

• Psychosocial functioning – e.g., mood, anxiety, externalizing behavior, social interaction