Testing for Psychological, Neuropsychological and Learning Problems

Neuropsychological Evaluation

By: Michael G. Conner, Psy.D

Revised: May 21, 2014

Psychological and neuropsychological testing is conducted by a psychologist who has training and experience in personality assessment, intelligence testing and neuropsychological evaluation. Counselors and social workers are generally not qualified by licensure to conduct these evaluations. In some cases they can perform a limited range of testing but this is on a very limited basis. While they may be able to conduct the testing and interpret the results, they are not able (in most states) to make a formal diagnosis and bill insurance for the services provides.

Neuropsychological Assessment

Neuropsychological testing includes this but is focused additionally on memory, information processing and learning. Neuropsychological testing provides an additional layer of inquiry over psychological assessment designed to discover how information is received, processed and expressed. This is much deeper than mere intelligence testing. This type of testing is much more in-depth, detailed and also expensive because of the time and skill required. At the core of neuropsychological testing is the evaluation of memory, intellectual functions, and sensory integration as well as verbal, auditory and visual information processing.

Intelligence, as it is measured, is based on a very narrow range of what is called our neuropsychological functioning. The term �neuropsychological� is a blend of the words �neurological� and �psychological.� Neurology is the study of our nervous system. Psychology is the study of our mind, emotions and behaviors. Neuropsychological problems result from physical problems, injuries, abnormalities or diseases that affect the ability of the brain to function. These problems, in turn, affect people�s minds, emotions and behavior.

Neuropsychological problems can result from naturally occurring differences, problems during early development of a fetus, injuries or the impact of toxic substances on the brain. The consequences range from minor to severe depending on the problem. An example of a simple problem might be a difficulty understanding what someone is told when more than one person is talking. Some people can hear better under these circumstances than others.

There are more severe problems. While we do not yet understand the exact causes, we know that many people who are not successful in life turn to crime and end up as repeat offenders in prison. A surprising number of these people have histories of serious head injuries in childhood. Parents of children who suffered head injuries when they were young should be concerned but not frightened. The latest thinking and evidence show that a child�s brain is incredibly adaptable provided the child receives appropriate structure, guidance and experience. Severe injuries can result in tragic disabilities for which we can only teach children to adapt as best they can.

Our nervous system is responsible for our entire psychological life and experience, including our abilities to see, hear, feel, touch, control our bodies and manipulate objects. Many of these functions are necessary for the development and support of intelligent behavior. All of our gifts and limitations are the result of genetic blueprints and how our potential is developed by experience.

Neurological problems exist within a broad spectrum of disorders. These include children�s capacity to bond with others, to know how others feel, to imagine consequences, to hear, to speak and to learn. Neuropsychological testing is the only way to accurately identify and measure potential problems. Neurological problems, however subtle, can influence children�s development, socialization and educational experience.

People with average or above average intelligence may also have neuropsychological problems. These problems may not be identified by standard educational, personality and intelligence testing. Neuropsychological problems can be very subtle yet have a significant influence over time on children�s personalities, attitudes and behaviors. Some problems will directly influence certain aspects of children�s lives. Other problems will shape their behaviors, personalities, and attitudes over time.

The range of potential neuropsychological problems is broad and usually subtle. The best way to describe and deal with neuropsychological problems is to categorize them as input, processing or output problems.