We sat down with Dr. Rebecca Henry, a board-certified school neuropsychologist with more than 20 years of experience working with children and families across hospital, school, and private practice settings. Dr. Henry specializes in neuropsychological evaluations for children and young adults and is known for her compassionate, highly individualized approach to understanding how kids learn. We asked her the questions families ask most.
What Is a Neuropsychological Evaluation — and What Does It Actually Assess?
Q: What is a neuropsychological evaluation, what areas does it assess, and how does it differ from a psychoeducational evaluation conducted within the school system?
A neuropsychological evaluation is a comprehension assessment designed to understand how a child thinks, learns, and functions in daily life. It examines a broad range of brain-based abilities to create a detailed picture of how a child processes information and what supports may be most helpful. This type of evaluation typically includes an assessment of cognitive abilities (such as verbal and nonverbal reasoning, working memory, and processing speed), academic achievement (including direct and applied skills in reading, writing, and mathematics, as well as fluency and automaticity), executive functioning (skills like planning, organization, task initiation, problem-solving, and cognitive flexibility), social-emotional functioning (including the presence, duration, frequency, and intensity of emotional or behavioral concerns), and adaptive skills (everyday practical and social abilities).
When seeking a neuropsychological evaluation to guide educational planning or school-based supports, it is important to work with a practitioner who has specialized training and/or professional knowledge in areas such as school psychology, educational psychology, or school neuropsychology. These professionals are uniquely trained to understand the complex relationship between brain development and a child’s learning performance across settings. Their expertise allows them to look beyond surface-level challenges and identify the underlying causes of difficulties, including (but not limited to) conditions such as dyslexia, dysgraphia, dyscalculia, and ADHD.
Equally important is selecting an evaluator who is knowledgeable about educational systems and special education frameworks. Familiarity with laws such as the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and service delivery models like Multi-Tiered System of Supports (MTSS) ensures that evaluation findings are translated into meaningful, actionable recommendations. Reports written with this level of insight are more accessible to educators and multidisciplinary teams, increasing the likelihood that recommendations will be clearly understood and effectively implemented across school settings.
Compared to standard psychoeducational evaluations, neuropsychological assessments are more in-depth and individualized. They are designed to identify nuanced patterns of strengths and weaknesses that may otherwise go undetected. This level of analysis is especially important for children with complex or overlapping challenges, where difficulties in attention, learning, and emotional functioning may interact and obscure a clear understanding of the child’s needs.
Within the school system, eligibility for services is determined under specific educational disability categories (such as Specific Learning Disability or Other Health Impairment), which are used to guide access to supports. However, schools are not permitted to provide medical or clinical diagnoses. As a result, school-based evaluations may not fully capture the complexity of a child’s developmental profile. In contrast, a comprehensive neuropsychological evaluation is designed to provide diagnostic clarity by identifying underlying conditions and differentiating between challenges that may appear similar on the surface, such as attention difficulties versus learning disorders. This deeper understanding supports more targeted and individualized intervention planning, helping families and educators make informed decisions about supports and strategies across both home and school environments.
Q: When should families consider a neuropsychological evaluation? What are the early signs that a child or student may benefit from comprehensive testing, and is there an optimal age to pursue an evaluation?
A neuropsychological evaluation should be considered when a child is experiencing ongoing academic or learning challenges and is not making meaningful progress despite appropriate instruction and targeted supports. If your child is receiving interventions, accommodations, or extra help at school but continues to struggle, a comprehensive evaluation can help clarify why progress is limited and what additional supports may be needed.
There is no single “right age” to pursue a neuropsychological evaluation. Learning differences and developmental conditions can present in different ways and may become more noticeable at various stages of development. For example, one child with dyslexia may show clear difficulties as early as kindergarten, particularly with letter recognition and early reading skills, while another child may appear to cope well in the early years and not demonstrate significant challenges until academic demands increase in later elementary or middle school. Similarly, children with ADHD may present differently depending on their profile—those with more hyperactive behaviors may be identified earlier due to observable classroom disruptions, while those with primarily inattentive symptoms may be overlooked until difficulties with organization, sustained attention, and independent work become more pronounced.
That said, early communication and collaboration with your child’s school team are essential. Parents are encouraged to share concerns as soon as they arise and to work closely with teachers to implement appropriate supports. This may include requesting screenings, classroom-based interventions, and ongoing progress monitoring using objective data such as grades, test scores, and skill-based assessments. If your child continues to struggle despite these efforts, it may indicate an underlying, brain-based learning or attention difficulty that requires further evaluation. In these cases, a neuropsychological evaluation can provide valuable insight and guide more targeted, effective intervention planning.
Q: When should families consider seeking an evaluation for ADHD, and what signs indicate that a formal diagnosis may be appropriate?
If you are concerned that your child may have Attention-Deficit/Hyperactivity Disorder (ADHD), it is important to pursue a comprehensive evaluation rather than a brief or narrowly focused “ADHD-only” assessment. While these types of evaluations are often marketed as quick solutions, assessing attention in isolation can lead to incomplete (or even inaccurate) understanding of a child’s needs.
Many symptoms commonly associated with ADHD, such as inattention, distractibility, or difficulty completing work, can also be seen in other conditions, including anxiety, language-based learning differences, or specific learning disorders. For example, a child who appears distracted (looking around the room and not actively engaged in a task) may not be inattentive in the traditional sense. Instead, that child could be struggling with word retrieval or language processing and may be pausing in an effort to access the right words. Without a comprehensive evaluation, these important distinctions can be missed.
A full neuropsychological evaluation is designed to provide diagnostic clarity by examining the broader context of a child’s cognitive, academic, executive and emotional functioning. This approach helps differentiate ADHD from other conditions with overlapping features and ensures that a diagnosis is accurate and meaningful. Ultimately, this level of clarity leads to more targeted recommendations and more effective educational and therapeutic interventions tailored to your child’s unique profile.
Understanding Recommendations from a Neuropsychological Evaluation
Q: What types of supports and strategies may be recommended following a neuropsychological evaluation?
The primary goal of a neuropsychological evaluation is to develop a clear understanding of how a child learns and to translate that insight into individualized, practical recommendations. These recommendations are designed to support the child’s unique learning profile and promote success across settings.
A comprehensive evaluation provides evidence-based guidance, including school-based accommodations and, when appropriate, modifications that help a student more effectively access the curriculum. These may address areas such as attention, reading, writing, organization, or processing speed. Importantly, recommendations often extend beyond the classroom, offering strategies that can be implemented at home to reinforce learning and support daily functioning.
In addition, neuropsychological evaluations can empower older children and adolescents by providing them with tools and strategies they can actively use to support their own learning. Just as important, the process helps students develop insight into their strengths and challenges, fostering self-awareness and self-advocacy skills. These skills are essential as students progress through school and transition into more independent environments, such as college and the workplace.
Q: Do accommodations help level the playing field for students, or do they create an advantage?
It is important to understand that accommodations are not designed to give a child an advantage, but to provide equitable access to learning. Without appropriate supports, students with learning differences may face meaningful barriers that limit their ability to demonstrate their knowledge and skills. When the right accommodations are in place, these barriers are reduced, allowing the child to more fully engage in the learning process, build confidence, and reach their true potential alongside their peers.
Q: What types of recommendations are typically provided following a neuropsychological evaluation, and how can they help support my child’s success in a school setting?
A neuropsychological evaluation provides individualized recommendations designed to support your child’s learning and success in school. These recommendations generally fall into two categories: accommodations and modifications.
Accommodations are supports that allow your child to access the same curriculum as their peers without changing the learning expectations. Examples include extended time on tests, having instructions read aloud, or using assistive technology. These strategies help your child engage with the material in ways that align with their learning needs.
Modifications, on the other hand, involve changes to the curriculum itself. This means the expectations or level of difficulty may be adjusted to better match your child’s current abilities. For instance, your child may complete shorter or simplified assignments or work toward different academic goals.
In essence, accommodations focus on how your child learns, while modifications address what your child is expected to learn. Both play an important role in creating a supportive educational environment, helping your child access instruction, build confidence, and make meaningful progress at a pace that fits their needs.
How Neuropsychological Evaluations Support SAT, ACT, and AP Testing Accommodations
Q: What is the process for obtaining approval for testing accommodations on standardized exams such as the SAT, ACT, or AP tests?
Applying for testing supports on standardized exams such as the SAT, ACT, or AP exams (administered by organizations like the College Board) involves a structured process that is typically coordinated through your child’s school.
Requests are submitted through the Services for Students with Disabilities (SSD) system by a designated school staff member (often a school counselor or SSD coordinator). The application must include documentation of your child’s diagnosed condition, along with clear evidence of how it affects their learning and test-taking abilities.
A key part of the review process is demonstrating a consistent “history of use.” This means the supports being requested (such as extended time, testing in a small group, or the use of assistive technology) should already be part of your child’s everyday classroom experience. These supports are typically documented in an IEP or 504 Plan (or sometimes referred to in private schools as an “Educational Accommodation Plan”) and should be implemented consistently over time. This helps show that the requested supports are both necessary and appropriate.
For parents, it is helpful to begin this process early by connecting with your child’s school well in advance of testing deadlines. This allows enough time to gather the required documentation and complete the application thoroughly. Keeping evaluations up to date is also important, as schools and testing organizations generally look for recent reports that clearly describe your child’s needs and how they impact learning.
Maintaining open communication with your child’s school team can make a significant difference. Staying in touch with the counselor or SSD coordinator helps ensure that all materials are submitted correctly and on time, and that any follow-up requests are addressed promptly. It is also important to be aware that the review process can take several weeks, and in some cases, additional information may be needed. If a request is not approved, families typically have the option to appeal or submit additional documentation.
Overall, when supports are well-established and consistently used in your child’s daily learning environment, it not only strengthens the application but also helps ensure that testing conditions accurately reflect how your child learns best.
What Families Should Know About College Disability Support Services
Q: What types of support are available to students in college, and how do they differ from those provided in K–12 settings?
As students transition to college, it is important for families to understand that the type of support available differs significantly from what is provided in K–12 settings. In college, institutions primarily offer academic supports rather than changes to the curriculum itself. This means that while students may receive services such as extended time on exams, note-taking assistance, priority course registration, reduced-distraction testing environments, or access to assistive technology, they are still expected to meet the same academic standards and complete the same coursework as their peers. Unlike in K–12 schools, colleges are generally not required to adjust or modify course content or learning expectations.
These supports are guided by federal protections, including laws enforced by the U.S. Department of Education Office for Civil Rights, which ensure that students with documented disabilities have equal access to educational opportunities. However, an important difference is that students must take a more active role in requesting and managing their support services. Colleges do not automatically provide these supports; students must register with the campus office responsible for coordinating them, often called a Disability Services Office or Student Support Center, and provide appropriate documentation.
Because services can vary from one institution to another, it is essential for families to research what each college offers. Many schools provide additional resources such as academic coaching, tutoring, assistive technology training, housing-related supports, and counseling services. It is also helpful for students to begin developing self-advocacy skills during high school, as they will be responsible for communicating their needs, requesting support, and following through with available resources in a more independent environment.
By understanding these differences and planning ahead, families can help ensure that their child selects a college that aligns with their needs and is prepared to access the supports necessary for success.
Neuropsychological Evaluation FAQs: Cost, Timeline, and How Often to Update
What is the cost of a neuropsychological evaluation?
The cost of a neuropsychological evaluation typically ranges from $3,500 to $5,000, depending on the provider, location, and extent of testing required.
How much time does a neuropsychological evaluation usually take?
A neuropsychological evaluation typically takes 6 to 8 hours to complete (test administration), which is often spread over two days or divided into two separate session periods to reduce fatigue and ensure accurate results.
How frequently should a neuropsychological evaluation be updated?
Neuropsychological evaluations are generally recommended to be updated every three years to ensure that the information remains current and continues to accurately reflect the student’s needs.
Can a neuropsychological evaluation support requests for SAT or ACT testing accommodations?
Yes, a comprehensive neuropsychological evaluation can be an important tool in determining whether a student may benefit from testing supports on exams like the SAT, ACT, or AP tests. The evaluation provides detailed information about a student’s learning profile, including areas of strength and challenge, which can help document the need for accommodations such as extended time, a reduced-distraction testing environment, or assistive technology.
If the evaluation indicates that accommodations are appropriate, it is essential to formally apply for these supports through the relevant testing organizations, such as the College Board for the SAT and AP exams or the ACT. These applications typically require current documentation from the evaluation, along with a clear explanation of how the student’s needs impact their test-taking. Approval is not automatic, and it can take several weeks for the request to be reviewed, so starting the process well in advance of test dates is important.
Once approved, these accommodations can provide students with equitable access to demonstrate their knowledge and abilities under conditions that match how they learn best. In addition to reducing stress and promoting confidence during testing, having these supports in place can help students approach exams more strategically and perform closer to their true potential. Parents should also be aware that accommodations granted for one test do not automatically carry over to other exams, so separate applications may be necessary for each standardized test.
Meet the Expert, Dr. Rebecca Henry
Rebecca Henry, Ed.D., ABSNP, LEP, NCSP, LMHC, BCN-L
Dr. Rebecca Henry has over 20 years of experience in psychology, working in settings that include hospitals, therapeutic programs, special education, public schools, and private practice. She is licensed to practice in Florida and Massachusetts and holds credentials as an American Board Certified School Neuropsychologist, Licensed Educational Psychologist, Nationally Certified School Psychologist, Licensed Mental Health Counselor, and is Board Certified in Neurofeedback.
Specializing in neuropsychological evaluations for children and young adults, Dr. Henry assesses ADHD, learning disorders, autism spectrum disorder, intellectual disabilities, and mental health challenges. She carefully tailors each evaluation to provide accurate diagnoses and individualized recommendations.
With a strong research background in educational psychology, including biofeedback and neurofeedback, Dr. Henry emphasizes a holistic approach to supporting learning and well-being. She collaborates closely with families and schools to create realistic pathways that promote growth, confidence, and success.
Known for her compassionate, authentic approach, Dr. Henry empowers children and families to reach their full potential. Outside of work, she enjoys family time with her husband, two children, and their pocket beagle, Atlantis.
