"School neuropsychology requires the integration of neuropsychological and educational principles to the assessment and intervention processes with infants, children and adolescents to facilitate learning and behavior within the school and family systems.
“School neuropsychologists also play an important role in curriculum development, classroom design and the integration of differentiated instruction that is based on brain-behavior principles in order to provide an optimal learning environment for every child" (Miller, 2004).
A School Neuropsychological Evaluation is performed in a one-to-one situation in a quiet environment, utilizing pencil and paper tasks and occasionally computer-based tests.
The following areas of functioning are assessed in EACH School Neuropsychological Evaluation:
Margaret J. Kay, Ed.D. Psychologist
Nationally Certified School Psychologist (NCSP)
Licensed Psychologist in PA and DE
Fellow American College of Forensic Examiners in Educational and School Psychology
Lancaster Office Phone: (717) 569-6223
A neuropsychological examination is one of the methods of diagnosing neurodevelopmental, neurodegenerative and acquired disorders of brain function. It is frequently part of the overall neurodiagnostic assessment, which includes other neurodiagnostic techniques such as CT, MRI, EEG, and SPECT examinations.
The purpose of a neuropsychological examination is to assess the clinical relationship between the brain/ central nervous system and cognitive/behavioral dysfunction, as well as to participate in differential diagnosis.
A neuropsychological examination is performed by a qualified neuropsychologist who has undergone specialized education and intensive training in the clinical neurosciences, including the relationship between behavioral functioning and neuroanatomy, neurology, and neurophysiology.
Neuropsychological examinations are clinically indicated and medically necessary when clients display signs and symptoms of intellectual, cognitive and neurobehavioral dysfunction that involve memory deficits, language disorders, learning disorders, developmental disabilities, pervasive developmental disorders, impairments of organization and planning, and perceptual abnormalities.
Neuropsychological evaluations are important in determining both subtle and severe neurocognitive deficits among patients with -