Child Evaluation FAQ
How do I know if my child may benefit from an evaluation?
Parents often seek an evaluation when they notice patterns that are interfering with their child’s learning, behavior, or emotional well-being.
Some examples include:
persistent difficulty with attention, organization, or completing schoolwork
struggles with reading, writing, or mathematics despite strong effort
concerns about social communication or peer relationships
emotional distress related to school or learning
difficulty keeping up with academic expectations
questions about ADHD, learning differences, or autism
difficulty with emotional and/or behavioral regulation that seems out of proportion to life stressors
An evaluation can help clarify why these challenges are occurring and identify strategies that may support your child more effectively.
What kinds of concerns can a neuropsychological evaluation help clarify?
A comprehensive evaluation can help clarify questions related to:
ADHD and attention difficulties
learning disabilities (reading, writing, mathematics)
executive functioning challenges such as planning and organization
autism spectrum characteristics
memory or learning difficulties
emotional or behavioral factors that may affect learning
Because many of these concerns can overlap, a careful evaluation helps identify the underlying factors contributing to the difficulties your child is experiencing.
What will the evaluation tell us about our child?
A neuropsychological evaluation provides a detailed picture of how your child’s brain processes information.
The evaluation may help clarify:
cognitive strengths and areas of difficulty
how attention, memory, and executive functioning operate
how learning skills such as reading or writing are developing
how emotional or behavioral factors may influence learning
Understanding these patterns often helps families and educators better support the child’s development and learning.
Will the report help with school accommodations?
Neuropsychological evaluation reports are often used to support discussions with schools regarding educational supports or accommodations.
Depending on the findings, recommendations may help inform:
classroom accommodations
individualized education plans (IEPs)
504 plans
learning strategies that support your child’s strengths
Schools ultimately determine eligibility for services, but a comprehensive evaluation can provide valuable documentation and guidance during that process.
How should we prepare for the evaluation?
The most helpful preparation is simply helping your child arrive well rested, comfortable, and ready to participate.
A few simple steps can help ensure that testing goes smoothly:
Make sure your child sleeps well the evening before the evaluation.
Provide a healthy breakfast or meal before arriving so your child has enough energy to focus.
Have your child take all medications as prescribed, unless you have been specifically instructed otherwise.
Bring glasses, hearing aids, or other assistive devices your child normally uses.
Arrive on time so the evaluation can begin without unnecessary stress.
Testing sessions include short breaks as needed, and the pace is adjusted to help children stay comfortable and engaged.
Should my child study for the evaluation?
No. Your child should not study or prepare for the tests.
The purpose of the evaluation is to understand how your child naturally approaches different types of thinking and learning tasks. Preparing or studying would not be helpful and may actually make the results less accurate.
Children are simply asked to try their best, and the activities are designed to meet them at their current level of ability.
What should I tell my child about the evaluation?
Children often feel more comfortable when they have a simple explanation of what to expect.
You might say something like:
“You’re going to meet with someone who helps kids understand how they learn and think. You’ll be doing different activities like puzzles, memory games, and questions. Some things may feel easy and some may feel harder, but the important thing is just to try your best.”
It can also help to reassure your child that:
the activities are not like a school test
there are no grades
the goal is simply to understand how their brain works, what kinds of things they like, and what makes their mind special
Framing the evaluation in this way often helps children feel more relaxed and cooperative.
When some children hear that my name is Doctor Boyd, they may worry about getting shots or physical exams. I usually assure them that I’m not that kind of doctor. I do not have shots, just paper, pencils, iPads, games, and puzzles.
What kinds of activities will my child do?
The testing session includes a variety of structured activities designed to measure different aspects of thinking and learning.
These activities may involve:
solving puzzles
remembering information
answering questions
working with pictures or blocks
completing attention and concentration tasks
Children often describe the activities as feeling similar to games, puzzles, or challenges rather than traditional school tests.
Can my child take breaks during testing?
Yes. Breaks are provided as needed throughout the session.
Children may take short breaks to stretch, have a snack, or rest briefly before continuing. The goal is to help children stay comfortable so that the evaluation reflects their abilities as accurately as possible.
Should my child bring anything with them?
Helpful items may include a favorite snack, a water bottle, glasses or other assistive devices if used regularly.
If not provided during the initial clinical interview, it can be helpful to bring relevant records such as prior evaluations, school records, or medical documentation. These materials can provide helpful context when interpreting testing results.
What if my child feels nervous?
It is normal for some children to feel a little nervous at first.
Many children become comfortable quickly once they begin the activities. The evaluation environment is designed to be supportive and low pressure, and children are encouraged throughout the process.
Parents can help by emphasizing that the goal is simply to learn more about how they think and learn, not to perform perfectly.
How should I plan my time while my child is being evaluated?
It takes children 3-4 hours to complete tests included in the core neuropsychological evaluation. Assessment may take longer. Timing is based on the referral question, how quickly the child works, and their need for breaks. Everyone is different. There is no right or wrong way to complete an evaluation.
While the child is being evaluated, parents will be provided with questionnaires measuring their child’s development, emotional functioning, and behavior. Parent input is essential to the evaluation. It is asked that parents make time to complete questionnaires during the evaluation appointment. There is a comfortable space onsite with tables, chairs, and a television, where parents can sit to complete questionnaires provided. Completing questionnaires may take up to 2 hours.
My child has siblings. Can they come with us?
To allow the evaluation to fully focus on the child being assessed and to protect their privacy, it is best if siblings do not attend appointments, when possible.
During the initial clinical interview, siblings cannot be present. This appointment involves discussing personal development, medical history, and family history. A quiet setting helps ensure that the conversation can proceed comfortably and confidentially.
It is understood that childcare can sometimes be difficult to arrange. If siblings accompany a parent during the testing appointment, they must remain supervised by the parent at all times and cannot be left unattended in the office building. Because the office is located in a quiet professional building, siblings should remain in the designated visitor area with their parent and avoid entering the testing space.
If the child has older siblings or other family members that have served as primary caregivers, then their input during the clinical interview is appreciated.
Are appointments in-person or via telehealth?
Testing is always in-person. The clinical intake and feedback sessions are available through telehealth, if preferred.
What if I prefer not to share the evaluation report?
The evaluation report belongs to you and your child. You are not required to share it with anyone, unless you choose to do so.
Some families choose to share the report with schools, physicians, or other professionals in order to support accommodations, educational planning, or treatment. However, this decision is entirely up to you. If you would like guidance about whether sharing the report may be helpful in a particular situation, this can be discussed during the feedback appointment.
Your child’s information is confidential and will only be released to others with your written permission, unless disclosure is required by law.