Perhaps you are going through the process of having your child evaluated here in Brooklyn for educational and psychological purposes. Maybe his or her school is facilitating it, or has made the suggestion. Maybe you are pioneering it all on your own. We are eager to help you all, and would like to present this piece by Psychologist Jamie Kay which highlights the differences and among the evaluations.
~Rebecca Conroy, Editor of A Child Grows in Brooklyn
It can get really confusing when you are trying to have your child evaluated and all the various evaluation names and professionals start swirling around, without clear definition or understanding. And equally as difficult is how to determine which person and evaluation is best for what particular need. Psychoeducational? Psychological? Neuropsychological? Although similar sounding, all three are very different in design, purpose, and approach. The three evaluations mentioned are related to separate divisions of current psychological services available to children: school psychology, clinical psychology, and neuropsychology. Which approach or discipline you choose is informed by the nature of problems and goals that need to be addressed. Below are descriptions of the three types of professionals who perform evaluations and they types of assessments they typically provide.
Clinical Psychologists and Psychological Testing…
Clinical psychologists hold a doctoral level degree in clinical psychology, holding either a Ph.D. or a Psy.D. These professionals both assess and treat children in a wide variety of areas, dealing with a broad range of psychological concerns, primarily emotional and behavioral in nature. Clinical psychologists most often work in hospitals, clinics, and community centers, and general maintain a private practice as well. Most clinical psychologists are considered “generalists” who treat a broad range of patients, across multiple populations and ages. However, many decide to specialize by age, and certain disorders and conditions. Clinical psychologists are trained at most typically trained at the university level or at professional schools of psychology. With regard to children with learning issues, clinical psychologists both evaluate and treat children, if therapeutic services are required. It is important that clinical psychologists choosing to specialize in this area have received training specific to learning disorders and the problems that can sometimes accompany learning and attention issues, such as anxiety, depression, and social difficulties.
An evaluation performed by a clinical psychologist is generally outside a school setting, and most often focuses on diagnosis and treatment for psychological issues rather than school or learning issues. The nature of training for clinical psychologist does not really focus on education and learning, unless a clinician has decided to specialize. In these cases, clinical psychologists will assess, diagnose, and make recommendations for a child with learning issues, but the emphasis is more likely to be on emotional and behavioral concerns.
Since clinical psychologists do not typically have a background in education, they may not be the best choice for an evaluation where learning and attention issues are most prominent. They are not necessarily as familiar with schools, accommodations, or the support services needed for a child who is dealing with academic challenges.
School psychologists and psychoeducational evaluations…
These professionals work within a formal school setting. They are directly involved with children within the school environment, assessing skills and addressing learning difficulties and needs. School psychologists are primarily trained to assess children’s educational skills and make recommendations to improve overall learning and school functioning. There are limitations to what they assess and recommend. School psychologists are typically trained in the schools of education within universities, work in school environments, and sometimes develop private practices. However, they are not typically trained with a focus on brain functions as they relate to learning disabilities. Some school psychologists may choose to specialize in learning disorders, but generally they are more focused on broader learning and education issues. They will sometimes focus on behavioral and psychological concerns a child is experiencing at school as well. But generally, school psychologists focus their evaluations on areas of educational and broad-based learning issues.
School psychologists conduct what are referred to as ‘psychoeducational evaluations.’ These types of evaluations generally include the assessment of a child’s intelligence, academic achievement, and may include some minor psychological testing. These evaluations are not as comprehensive nor to they take as long to administer as neuropsychological evaluations. The focus of a psychoeducational assessment is to understand the way a child learns, and to develop strategies within the school setting- such as classroom accommodations- to optimize a child’s educational experience. In contrast to neuropsychological evaluations, psychoeducational testing does not usually address the specifics of cognitive functioning (attention, executive functioning, language, and memory). Because these evaluations are more limited in scope, they are not ideally suited to diagnose learning disabilities and attention issues. They are more helpful in getting a broad stroke picture of how a child is functioning at school, as compared to other children of the same age, and to assess whether or not a learning problem may be present, what accommodations a school can provide without further assessment, and whether or not additional testing is necessary. In other words, psychoeducational evaluations focus on identifying specific challenges a child is facing within the classroom, and are less focused on the underlying brain functions which may be contributing to the problems a child is facing.
Neuropsychologists and Neuropsychological Evaluations…
Neuropsychologists are psychologists specializing in areas related to the brain and cognition, such as learning, memory, executive functioning, processing information, and other related functions. Neuropsychologists practice in a variety of areas, including hospital, outpatient clinics, and private office settings. In relationship to learning and attention issues, neuropsychologists are ideal for evaluating these concerns. The neuropsychologist utilizes a deep understanding of brain development, learning, and brain organization to determine the relationships between brain functions and specific difficulties in learning and attention. In a way, by way of training, neuropsychologists are the most advanced in their understanding of learning issues and their ability to evaluate these issues comprehensively.
Neuropsychological evaluations should be conducted by clinicians with advanced training in neuropsychology. These are professionals who already have a doctoral level degree in clinical psychology, with additional training in neuropsychology. Neuropsychological evaluations look at the way a child’s brain functions, and the impact that has on a child’s behavior and learning. As stated earlier, a neuropsychological evaluation is much broader in scope and assessment than a psychological or psychoeducational evaluation.
Typically, neuropsychological evaluations will include assessments of intelligence and academic achievement, but also examine specific areas of cognitive functioning such as visual-perceptual abilities, information processing, executive functioning, concentration and attention, memory, language skills, and fine motor abilities. Because neuropsychological evaluations are so comprehensive, they can better provide a deeper understanding of why a student is struggling in a certain area (not just how they are struggling). As a result, neuropsychological assessments are able to provide more informed recommendations for services and accommodations a child may require.
Summary…
In reviewing all of the evaluation options and differences in professional training and expertise, it is important to consider exactly what it is you are most interested in exploring about your child. Are they having trouble in one or two school topics, do they display psychological or emotional distress, or do they seem to be struggling across many areas of their personal and school experience? Hopefully the descriptions provided will help with choosing the professional best suited to assist you and your child.
Jamie Kay, Ph.D., received her doctoral degree in clinical psychology from The Derner Institute at Adelphi University. She was the Director of the Center for Attention and Learning at Lenox Hill Hospital for seven years, securing and maintaining six Robin Hood Foundation grants. She has held senior positions at behavioral health centers and hospitals throughout the greater metropolitan area. Dr. Kay developed a series of groups and workshops at the esteemed 92nd Street Y Parenting Center on the Upper East Side of New York and maintained a private practice in Manhattan for over 20 years. Currently, Dr. Kay works exclusively with parents of children with learning disabilities and attention issues, through Learning Solutions NYC , which she founded in 2008. Learning Solutions NYC was created to help parents navigate the demands of raising a child with special learning needs and obtain services from reliable professionals. For more information or help, Dr. Kay can be reached at 212-479-7822.