Step 1:
Typically, the initial move for the vast majority of neuropsychologists is to conduct the premier cognitive assessment for kids (known as the Wechsler Intelligence Scale for Children, or WISC, Fifth Edition) or for persons aged 16 and above (referred to as the Wechsler Adult Intelligence Scale, WAIS-IV). Duration: Approximately 2 hours.
Step 2:
In our second meeting with the client, we would usually progress into investigative scholarly scrutiny. Depending on the situation, I'd select one out of the top three literacy examinations: Nelson-Denny Reading Test (Forms G, H, I, or J); Woodcock Reading Mastery Test in its Third Edition; or Gray Oral Reading Test, Fifth Edition. I'd then move towards the Woodcock-Johnson Tests of Achievement and Cognition (two separate clusters of subsets; we would only pick the subsets strongly related to the urgent issues). We would further employ a range of executive functioning assessments, like the NAB (Neurological Assessment Battery for those aged 18 and above), the Barkley (BDEFS for individuals 18 or older), and Trail-Making. Duration: Around 2 to 3 hours.
Step 3:
In the third session, we'll employ the TOVA-8 (Test of Variables of Attention, 8th Edition); despite the imperfections of any test, this one stands out as the most suitable for assessing potential ADD/ADHD. We may also incorporate the Test of Auditory Processing Fourth Edition (TAPS-4) for examining central and receptive auditory processing. Duration: Approximately 2 hours.
Step 4:
I subsequently evaluate all pertinent documents, examinations, and discussions before drafting the report. This report, aimed at middle and high school pupils, includes my authoritative suggestions for test adjustments. Each middle and high school designates a 'focal point' who directly liaisons with the proprietors of the diverse standardized exams, and this individual will proceed to secure these provisions for the learner. Time: analysis takes 4-6 hours, report creation requires 5-7 hours.
Step 5:
In the end, I engage in a discussion with the client and or guardians, and for those in school, a separate conversation takes place with the child and their guardian(s). I always deliver feedback that is adjusted to the individual's age and maturity level. My reports go beyond just testing accommodations, usually offering 8-14 suggestions tailored for the individual's everyday life, both academically and domestically, along with strategies for their execution. For mature individuals, these advices emphasize on refining their workspace and household routines to improve their overall life and effectiveness.
