Led by Dr. Rachel Haddad, CBC’s assessment and testing team offers a comprehensive neuropsychological evaluation program for adults, adolescents, and children.
The range of presentations in individuals with Autism Spectrum Disorders can make these patients difficult to diagnose. Our evaluations include an ADOS-2, as well as other tools to evaluate cognition, social skills, language pragmatics, and behavior. Significant components of the evaluation process include a thorough clinical history and comprehensive treatment planning.
Children and adults who meet the criteria for ASD can vary greatly in terms of their overall presentations; thus, the goals of our evaluations are two-fold. Through comprehensive interviews combined with measures of cognition, language pragmatics, behavior, and social-emotional functioning, including the Autism Diagnostic Observational Schedule (ADOS-2), we are able to obtain an in-depth assessment of an individual’s specific strengths and challenges. We are then able to use this information to not only determine if an individual meets the criteria for ASD, but also to develop a comprehensive treatment and educational plan.
CBC offers comprehensive neuropsychological evaluations to help identify problems in cognitive, motor, behavioral, linguistic, and executive functioning in children, adolescents, and adults. We also offer both individual and group coaching for individuals who present with executive functioning difficulties. Our psychologists are committed to fostering a nurturing, supportive environment for patients and their families during this process. We place a strong emphasis on viewing our patients’ cognitive profiles through the lens of their environments and social-emotional functioning. Following a thorough evaluation, our clinicians will provide a comprehensive report and offer detailed, individualized recommendations.
Neuropsychological Assessment can be used in a myriad of ways to promote an individual’s academic and occupational success. Evaluations provide diagnostic clarification, elucidate an individual’s learning profile, and determine if a student qualifies for accommodations in school and on standardized tests. Through the evaluation process, we are able to obtain information on the following aspects of cognition: language processing, nonverbal reasoning, processing speed, memory, attention, executive functioning, academics, and social-emotional functioning.
Our evaluation process consists of an intake session, assessment sessions, feedback meeting, and school observation if desired. Additionally, in order to obtain the most comprehensive picture of an individual’s functioning, our psychologists often speak with family members, teachers, and/or therapists.
Following an evaluation, the assessing psychologist will provide a comprehensive report, which describes, in detail, an individual’s strengths and weaknesses. The report also includes comprehensive recommendations for home, school, and work.
CBC’s evaluation process is strengths-based, meaning we hone in on our clients’ assets and describe how they can best be used to overcome areas of deficit. We work diligently to create a low stress, engaging, informative experience for individuals and their families.
Preschool represents the start of a child’s academic career. Programs typically focus on exploration, development of social skills, and play, while starting to introduce basic school-readiness concepts. As they mature, children are expected to participate in circle time, work collaboratively on projects, transition between activities, and follow the general flow of the school day.
Some parents, whose children received services through Early Intervention, find that their children’s needs are not currently being met through CPSE, yet are unclear as to which services need to be added or modified. For other families, preschool is the first time their child is identified as having a developmental area that might need support, such as social development, language development, attention, pre-academic abilities, or behavioral regulation.
Neuropsychological evaluations can paint a comprehensive picture of a child’s developmental profile, noting areas of strengths and weakness, and provide recommendations for services and strategies for both school and home. As social and school contexts are such essential pieces of understanding a preschool-age child, our evaluations include a school observation.
Elementary school presents an exciting time in which, for the first time, children are immersed in academics. They are expected to learn and master the foundations of reading, writing, and mathematics, and then to apply this information in order to comprehend higher level texts and to problem solve.
Neuropsychological evaluations are able to determine if a child has underlying learning difficulties, such as dyslexia or dysgraphia, that are hindering his ability to achieve his potential. Additionally, evaluations assess other skills essential for classroom learning, such as attention, working memory, comprehension, auditory processing, and verbal expression.
Finally, we know a child’s learning is deeply affected by her social-emotional experiences. We consider all of these variables when describing a child’s current level of functioning. Recommendations often focus on classroom placement and modifications, how the material can be taught in a manner consistent with a child’s learning profile, and any other services that might be helpful, as well as strategies for parents to use at home.
The focus of our evaluations often shifts when working with pre-teens and adolescents. Though we continue to assess academic fundamentals, we hone in on executive functioning. Executive functions include skills like planning, organization, time management, initiation, and focusing on tasks through completion.
As students are expected to engage in an increasing amount of independent work while balancing extra-curricular activities, at times, previously successful students find they are missing assignments, feeling a great deal of stress about completing their work and struggling with procrastination.
When evaluating adolescents, we always consider the social-emotional context in order to tease apart cognitive-based learning difficulties from anxiety and social stress. Recommendations focus on how students best take in information, outside supports that might be helpful, and, if warranted, accommodations for school and standardized tests.
Many of the young adults who receive a first evaluation while in college find that they are struggling to demonstrate the same level of academic performance they achieved in high school. Oftentimes, they are having difficulty keeping track of their classes and assignments and managing their time in the context of living independently. Adults who are not in college may seek an evaluation to clarify why school has been challenging for them in the past and why they are experiencing similar difficulties in the workplace. Recommendations include personalized strategies based on how the adult takes in information, as well as accommodations and other supports if necessary.
Please contact our Director of Intake Services at 212-595-9559 (ext.5) or 914-385-1150 (ext.1), or fill out the form above, with any questions regarding eligibility, for further information, or to make a referral. If you are a current patient at CBC, please speak to your individual therapist to see how this group may be of added benefit to you.